Master Aubs en

Program overview
29-Jun-2023 15:59
Year 2022/2023
Organization Architecture and the Built Environment
Education Master Architecture, Urbanism and Building Sciences
Code Omschrijving ECTS p1 p2 p3 p4 p5
Master AUBS
variant Architecture
AD Architecture and Dwelling
MSc 1 Architecture & MSc 1 Architecture and Dwelling
Dwelling
AR1A061 Delft Lectures on Architectural Design and Research Methods 5
AR1A066 Delft Lectures on Architectural History and Theory 5
AR1A080 Building Engineering Studios 10
AR1AD014 Fundamentals of Housing Design 10
Starting Course MSc1 Starting Course MSc1 (highly recommended, see
course description)
AR071 Workshops Faculty of Architecture and the Built Environment 0
MSc 2 AD MSc 2
Compulsory Choice
AR2A011 Architectural History Thesis 5
AR2AT031 Architecture Theory Thesis Seminar - Thinking/Reading/Writing 5
25 ECTS Electives 25 ects of electives, at least 10 for an approved Design
Project
MSc 2 Design Projects
AR0139 MEGA 15
AR0142 EXTREME technology 15
AR0143 Sustainability project - design and elaboration 15
AR0144 BK-Launch studio 15
AR0149 ON SITE: Landscape architectonic explorations 15
AR0167 Architecture and Urban Design 15
AR0177 The Why Factory MSc2 Design Studio 15
AR0194 Bucky Lab A 15
AR0216 Towards an inclusive living environment 15
AR0226 MSc2 Studio Elective Urban and Infrastructure (Re)development Game 15
AR0227 Infrastructure and Environment Design 10
AR0682 Heritage and Architecture Design Studio: Research and Architectural 15
Design
AR0897 Van Gezel tot Meester 20
AR2AA015 Architectural Design Studio 15
AR2AD012 MSc2 Dwelling design studio 'Global Housing' 15
AR2AI011 Interiors Buildings Cities MSc2 Design Project 15
AR2AP010 MSc2 Public Building Design Studio Multiplicity and Identity 15
AR2AT021 Architectural Technicities Design Studio 15
AR2BO010 Borders and Territories International Design Studio 15
AR2CP011 MSc2 Complex Projects Design and Research Studio 15
AR2DC010 Architectural Design Crossovers Studio 15
AR2FO010 The Delta Shelter 15
AR2FST010 Studio 'High-Rise Culture' 15
AR2MET011 Designing with Others 15
AR2UA020 Urban Architecture MSc2 design studio 15
MSc 3 and 4 Architecture and Dwelling
Compulsory Choice MSc 3 and 4
Advanced Housing Design
AR3A010 Research Plan 5
AR3AD100 Advanced Housing Design 55
Global Housing
AR3AD105 Dwelling Graduation Studio: Global Housing 55
Designing for Care Designing for Care in an Inclusive Environment
AR3AD110 Dwelling Graduation Studio: Designing for Care in an Inclusive 55
Environment
FSA Form, Structure and Aesthetics
MSc 1 FSA MSc 1 Form, Structure and Aesthetics
Page 1 of 1045
AR1FO010 Form, Structure and Aesthetics 10
course description)
MSc 2 FSA MSc 2
Compulsory Choice
Project
AR0139 MEGA 15
Design
ADC Architectural Design Crossovers
MSc1 ADC MSc 1 Architectural Design Crossovers
course description)
MSc 2 ADC MSc 2
Compulsory Choice
Project
AR0139 MEGA 15
Design
Page 2 of 1045
MSc 3 and 4 ADC MSc 3 and 4 Architectural Design Crossovers
AR3DC100 Architectural Design Crossovers Graduation Studio 55
AE Architectural Engineering
MSc 1 AE MSc 1 Architectural Engineering
AR1AE011 EXTREME architecture 10
course description)
MSc2 AE MSc 2
Compulsory Choice
25 ECTS Electives 25 ects of electives, at least 10 for an approved MSc 2
Architecture design project
AR0139 MEGA 15
Design
MSc 3 and 4 AE MSc 3 and 4 Architectural Engineering
AR3AE100 Architectural Engineering Graduation Studio 55
A&PB Architecture and Public Building
MSc 1 Architecture and Public Building
AR1AP012 Public Building Design Studio 10
course description)
MSc 2 AP MSc 2
Compulsory Choice
Project
AR0139 MEGA 15
Page 3 of 1045
Design
MSc 3 and 4 Architecture and Public Building
AR3AP100 Public Building Graduation Studio 55
CP Complex projects
MSc 1 CP MSc 1 Complex projects
AR1CP011 Complex Projects Design Studio 10
course description)
MSc 2 CP MSc 2
Compulsory Choice
Project
AR0139 MEGA 15
Design
MSc 3 and 4 CP MSc 3 and 4 Complex projects
AR3CP100 Complex Projects Graduation Studio 55
Page 4 of 1045
MAI Methods of Analysis and Imagination
MSc 1 MAI MSc 1 Methods of Analysis and Imagination
AR1MET011 Ways of Doing 10
course description)
MSc 2 MET MSc 2
Compulsory Choice
Project
AR0139 MEGA 15
Design
MSc 3 and 4 MA MSc 3 and 4 Methods and Analysis
AR3MET105 A Matter of Scale 55
HA Heritage and Architecture
MSc 1 HA MSc 1 Heritage and Architecture
AR1AH010 Heritage and Architecture Design Studio: Architectonic Design 10
course description)
MSc 2 AH (nw) MSc 2
Compulsory Choice
Project
AR0139 MEGA 15
Page 5 of 1045
Design
MSc 3 and 4 HA MSc 3 and 4 Heritage and Architecture
MSc3 Adapting 20th century Heritage
AR3AH105 Graduation Studio Adapting 20th century Heritage 55
MSc3 Revitalising Heritage
AR3AH115 Graduation Studio Revitalising Heritage 55
Interiors Buildings Cities
MSc 1 AI MSc 1 Interiors Buildings Cities
course description)
MSc 2 AI MSc 2
Compulsory Choice
Project
AR0139 MEGA 15
Design
MSc 3 and 4 AI MSc 3 and 4 Interiors Buildings Cities
AR3AI100 Interiors Buildings Cities Graduation Project 55
The Why Factory
MSc 1 TWF MSc 1 The Why Factory
AR1TWF011 The Why Factory MSc1 Design Studio 10
Page 6 of 1045
course description)
MSc 2 TWF (nw) MSc 2
Compulsory Choice
Project
AR0139 MEGA 15
Design
BO Borders and Territories
MSc 1 BO MSc 1 Borders and Territories
AR1BO010 Borders and Territories Design Studio 10
course description)
MSc 2 BO MSc 2
Compulsory Choice
Project
AR0139 MEGA 15
Design
Page 7 of 1045
MSc 3 and 4 BO MSc 3 and 4 Borders and Territories
AR3BO100 Borders and Territories Graduation Studio 55
Urban Architecture
MSc 1 UA MSc 1 Urban Architecture
AR1UA010 Urban Architecture MSc 1 Design studio 10
course description)
MSc 2 UA MSc 2
Compulsory Choice
Project
AR0139 MEGA 15
Design
MSc 3 and 4 UA MSc 3 and 4 Urban Architecture
AR3UA100 Urban Architecture Graduation Studio 55
Explore Lab
MSc 3 and 4 Expl Lab MSc 3 and 4 Explore Lab, compulsory - for A students
AR3EX115 Explore Lab Graduation 55
Cross Domain City of the Future
MSc 3 and 4 CS MSc 3 and 4 Cross Domain City of the Future - for A
students
AR3CS100 Graduation Studio Cross Domain City of the Future 55
Resilient Rotterdam Graduation Studio - Veldacademie
MSc 3 and 4 Resilient Rotterdam Studio
AR3RE100 Resilient Rotterdam Graduation Studio - Veldacademie 55
variant Building Technology
MSc 1 Building Technology
AR1B011 Bucky Lab Design 10
AR1B022 Climate Design 5
AR1B023 Sustainable Architectural Materials and Structures 5
AR1B024 Introduction to Computational Design 5
5
Page 8 of 1045
AR1B032 Research and Methodology
Compulsory Choice Compulsory Choice (choose 2 courses)
AR0126 Bridge Design 5
AR0132 Zero-Energy Design 5
AR0133 Technoledge Glass Structures 5
AR0134 Technoledge Façade Design 5
AR0137 Technoledge Health and Comfort 5
AR0138 Technoledge Design Informatics 5
AR0141 CSI Heritage (Conservation, Survey, Investigation of the Built Heritage) 5
AR0145 Circular Product Design 5
AR0202 Computational Intelligence for Integrated Design 5
AR0203 Eco-friendly Material Choices 5
Compulsory Choice Compulsory Choice (choose 1 project)
AR0139 MEGA 15
Free Electives (5 EC)
AR keuzevakken 2022 AR Electives 2022
AR0049 Urban Geography 5
AR0051 Online Digital Portfolio 6
AR0089 (for U, LA, MBE Design in Process, Process in Design 15
students only)
AR0095 Social Inequality in the City, Diversity and Design 5
AR0097 Climate proof sustainable renovation: energy use, envir impact, health 5
and comfort, life-cycle cost
AR0106 Architectural Ethnography 5
AR0107 Housing Studies: An open intersectional Archive 5
AR0108 Mastermind: CRASH (Conservation, Reuse, Architecture, Sustainability 5
and Heritage)
AR0109 City of Innovations Project 5
AR0110 Adaptive Strategies Past, Present, Future: Topics in the History of 5
Architecture and Urban Planning
AR0113 Tools of the Architect 5
AR0114 Architectural Translations: Drawing, Recoding, Tectonic 5
AR0117 Didactic coaching skills for architecture and the built environment 5
AR0118 Experiments in Drawing Theory 5
AR0119 Figures 5
AR0121 Analytical Models 5
AR0122 1:1 Interactive Architecture Prototypes Workshop 5
AR0131 Entrepreneurship in Architecture and the Built Environment 5
AR0136 Making 5
AR0139 MEGA 15
AR0168 People, Movement and Public Space 5
AR0169 Materialisation: The Future Envelope 5
AR0171 Geo-design for a Circular Economy in Urban Region 5
AR0172 Globalisation - Research on the Urban Impact 5
AR0173 Globalisation Free Choice 10
AR0175 Campus Utopias 5
AR0179 Value Capturing 5
AR0185 Research Methods 3 5
AR0187 Transition Landscapes 5
AR0195 Urbanism Elective Studio 10
AR0196 Urbanism Elective Seminar 5
AR0215 Form & Inspiration 5
AR0228 Infrastructure and Enivronment Method Module 5
Design
AR0771 Beyond 3D Computer Visualisation 6
AR0796 Ornamatics 5
AR0805 An Archeology of Digital Design 5
Page 9 of 1045
AR0815 Idiosyncratic Infrastructures II 5
AR0825 Building Stories: The Heteronomy of Urban Design 5
AR0835 Social Sustainability in Human Habitats 5
AR2AA010 Architectural Research and Design Seminar 5
AR2AP031 Public Building Seminar Aesthetics of Sustainable Design 5
AR2AP041 Public Building Seminar Composition and Perception 5
AR2AT041 Architecture and Philosophy Lecture Seminar 5
AR2HA011 Building Green: Past, Present, Future 5
AR2UA010 The Living City 5
AR8003TU Legal and Governance 5
ARB106 The Berlage Sessions 3
GEO1000 Python Programming for Geomatics 5
GEO1002 Geographical Information Systems (GIS) and Cartography 5
GEO5012 Land Administration 5
GEO5014 Geomatics as support for energy applications 5
GEO5015 Modelling wind and dispersion in urban environments 5
GEO5017 Machine Learning for the Built Environment 5
GEO5018 Ethics for the Data-driven City 5
AR3B025 Building Technology Graduation Studio 15
Compulsory Choice (choose 1 project)
AR3B012 CORE 15
AR3B015 User-centred Sustainability Studio 15
variant Management in the Built Environment
MSc 1 Management in the Built Environment
AR1MBE015 Research Methods 1 5
AR1MBE020 Design and Construction Management 10
AR1MBE025 Building Economics 5
AR1MBE030 Real Estate Management 10
AR2MBE011 Building Law 5
AR2MBE015 Redesign of Complex Projects 10
AR2MBE021 Building Information Management 5
AR2MBE025 Urban and Infrastructure (Re)development Game 10
AR3MBE100 MSc 3 Graduation Laboratory Management in the Built Environment 10
Free Electives 15 ECTS
students only)
and Heritage)
AR0119 Figures 5
Page 10 of 1045
AR0136 Making 5
AR0139 MEGA 15
Design
AR0796 Ornamatics 5
AR4R010 MSc 4 Graduation Laboratory Management in the Built Environment 30
MSc 3 Cross Domain City of MSc 3 Cross Domain City of the Future - for MBE
the Future students
Compulsory for MBE students
Compulsory
AR3CS021 Seminar Cross Domain City of the Future 5
AR3CS081 Graduation Cross Domain City of the Future 20
Free electives/Research Free electives/Research Methods 2 (5 EC)
Methods 2
MSc 4 Cross Domain City of MSc 4 Cross Domain City of the Future - for MBE
the Future students
Page 11 of 1045
For MBE Students
AR4CS030 Cross Domain City of the Future 30
variant Landscape Architecture
MSc 1 Landscape Architecture
AR1LA011 Architecture and Landscape: Design Studio 10
AR1LA021 Architecture and Landscape: Theory, Method and Critical Thinking 5
AR1LA051 Dutch Landscape: Design Studio 10
AR1LA061 Dutch Landscape: Theory, Method and Critical Thinking 5
AR2LA011 Urban Landscape: Design Studio 10
AR2LA021 Urban Landscape: Theory, Method and Critical Thinking 5
15 EC of electives 15 EC of electives, at least 10 EC for a design project.
See AR Electives 2021
students only)
and Heritage)
AR0119 Figures 5
AR0136 Making 5
AR0139 MEGA 15
Design
AR0796 Ornamatics 5
5
Page 12 of 1045
AR2AA010 Architectural Research and Design Seminar
AR3LA011 Landscape Architecture Analysis and Visualisation 5
AR3LA020 Research Methodology in Landscape Architecture 5
AR3LA031 Graduation Studio Landscape Architecture: Flowscapes 20
variant Urbanism
MSc 1 Urbanism
AR1U090 RandD Studio: Analysis and Design of Urban Form 10
AR1U100 RandD Studio: Designing Urban Environments 10
AR1U121 History and Theory of Urbanism 5
AR1U131 Sustainable Urban Engineering of Territory 5
course description)
MSc 2 Urbanism
AR2U086 RandD Studio: Spatial Strategies for the Global Metropolis 10
AR2U088 Research and Design Methodology for Urbanism 5
Urbanism, Free electives 15 ECTS
students only)
and Heritage)
AR0119 Figures 5
AR0136 Making 5
AR0139 MEGA 15
Page 13 of 1045
Design
AR0796 Ornamatics 5
MSc 3 Urbanism
AR3U105 Graduation Orientation 3
AR3U110 Graduation Exploration 12
AR3U115 Graduation Lab Urbanism 15
Transitional, not mandatory, course
AR3U120 Graduation (P)repa(i)ration 5
MSc 4 Urbanism
MSc 3 Cross Domain City of MSc 3 Cross Domain City of the Future - for U
the Future students
Page 14 of 1045
MSc 4 Cross Domain City of MSc 4 Cross Domain City of the Future- for U students
the Future
Page 15 of 1045
1.
Year 2022/2023
Master AUBS
Page 16 of 1045
Year 2022/2023
variant Architecture
Page 17 of 1045
Year 2022/2023
AD
Page 18 of 1045
Year 2022/2023
MSc 1 Architecture & Dwelling
Page 19 of 1045
Course Coordinator Dr.ir. R.A. Gorny
Course Coordinator Prof.dr.ir. K.M. Havik
Instructor Ir. E.I. Ronner
Instructor Dr.ir. R.A. Gorny
Instructor M.F. Berkers
Responsible for assignments Prof.dr.ir. K.M. Havik
Education Period 1
Start Education 1
Exam Period none
Course Language English
Course Contents A compulsory course for all students starting their Master education in Architecture at TU Delft, the Lecture Series on
Architectural Design and Research Methods highlights current disciplinary issues against the background of the larger societal
conditions that have an inevitable impact on the architectural practice. The course comprises a series of highly interactive talks
with lecturers (professors and researchers of the Delft Faculty of Architecture, and guest lecturers), who will be addressing key
contemporary positions in architectural discourse and investigate historical models and theoretical arguments in relation to
contemporary discourses in research and design.
Study Goals The fundamental aim of the Lecture series is to foster an academic attitude based on an inquisitive approach to the built
environment. Building, and the critical transformation of the built environment, is a complex field of practices that involve a
multiplicity of various kinds of different forms of knowledges. After following the lecture series, students
-have gained appropriate knowledge of the larger historical development of the discipline of architecture in relation to the main
theoretical concepts and methods deployed of architecture and technology, their application in specific cases as presented in the
lecture series addressing current issues of architectural practice and culture.
-can recognize and critically reflect on different research- or design-methodological approaches in the discipline of architecture;
including the larger context of the manifold relations between architecture, the city and society and the relations between design
concepts, building production and materialization.
-can systematically describe each their specificities and limits in understanding the built environment, and exemplify relations
between specific both traditional and emerging tools and methods and for both research and design production.
-can intellectually position their own approach within and toward these systems of knowledge.
Education Method The Lecture Series consist of weekly lectures, accompanied by interactive seminars with smaller groups of students. Generally,
the lectures start with a thematic introduction, after which a weekly-differing 'architectural position' is discussed.
Literature and Study The compulsory literature for the course is T. Avermaete, K. Havik, and H. Teerds (eds.), Architectural Positions: Architecture,
Materials Modernity and the Public Sphere, (Amsterdam: SUN Press, 2009).
Assessment The course is graded on the basis of a written assignment, developed from the work in the seminar. Grades will be announced
within 15 working days after each assessment.
Remarks This course is a preparation course for the graduation year.
Period of Education Quarter
Page 20 of 1045
Course Coordinator Prof.dr.ing. C.M. Hein
Course Coordinator Drs. C.A. van Wijk
Instructor Drs. C.A. van Wijk
Instructor Dr. R.J. Rutte
Instructor mr.dr. E. Korthals Altes
Instructor Dr. M.T.A. van Thoor
Instructor Dr. D.C. Baciu
Instructor Dr. R.J. Lee
Responsible for assignments Prof.dr.ing. C.M. Hein
Contact Hours / Week 4-6 hours per week starting from week 2.1 and ending in week 2.8
x/x/x/x
Education Period 2
Start Education 2
Exam Period none
Required for This course is a preparation course for the thesis that will be written during the MSc2 (AR2A011 or AR2AT031).
Course Contents This course examines architectural production, focusing on the period 1850 until today. It explores key actors, theories, visions,
and projects through the lens of a select topic, place or time period. The course provides students both with a shared foundation
of historical knowledge and tools and insight for student-led thesis research. The course consists of a lecture series (3ECTS) and
associated seminars (2 ECTS) focused on the academic approaches, methodologies, and practice of historical and theoretical
research.
This year the lecture series focuses on the role of architects in the creation of historical narratives, practices, and projects. We
explore from a cross-cultural perspective how the architect has emerged as an agent of change and continuity in global context.
The associated lectures/seminars will provide the students with insights into the respective writing tools and requirements of a
history or theory thesis.
Study Goals After this course students will be able to:
- recall key moments and themes in the history and theory of architecture in the context of political, economic, societal and
global change;
-analyze and discuss historiographical texts and presentations
- develop a critical understanding of architects practice and tools through time and space;
- pursue research on historical practices and buildings discussed in class, or, identifies historical examples not presented in the
course;
- evaluate existing research in the history and historiography of architecture;
- formulate a research question and first initial idea on a personal research topic for the thesis.
Education Method Lectures, Readings, Discussions in tutor groups, Self study for individual research
Literature and Study To be determined - the readings will be available on Brightspace
Materials
Assessment writing assignments:
1-Four written responses to readings and lectures written by a group of four students. Grading will be based on demonstrated
capacity to understand, analyze, contextualize, and discuss architectural history, historiography and theory.
2-A short proposal for a history or theory thesis, written individually. The proposal is graded on a Pass/Fail basis.
A rubric with the criteria for grading is available on the course Brightspace page.
Enrolment / Application Enrollment for this course, as for all courses, is through the BIS system. Once students have enrolled and the course is about to
start, participants will be required to enroll to the group of their preferred tutor via the course Brightspace page. This is on a first-
come-first-serve basis.
Special Information The maximum marking period is 10 work days.
Remarks This course is a MANDATORY preparation course for the thesis that will be written during the MSc2 (AR2A011 or
AR2AT031).
Period of Education 2nd Quarter
Concept Schedule This course will be taught on Thursdays
Page 21 of 1045
Course Coordinator Ir. F. Adema
Education Period 1
2
Start Education 1
Exam Period none
Course Contents The Building Engineering Studios (BES) are strongly connected to the Architectural Studios MSc 1. The theme or method set in
the Architectural Studio is guide in the Building Engineering Studio as well.
The main topic of the Building Engineering Studio is the sustainable design of the technical aspects (construction, climate and
structure) in relation to the architectural aspects of the design.
The aim of materialisation - the process of integrating sustainable and technical features - is to develop the initial concept into an
actual physical building, in which the quality of the initial concept is reinforced and enriched through interaction with all
relevant physical considerations. Physical and sustainable considerations can provide a valuable source of architectural
inspiration.
Study Goals The student is able to design a coherent, significant, elaborated, correct and innovative design - on mainline and on aspects on
MSc 1 level.
For the MSc 1 building engineering studios this means:
The student's final design, as presented, must show that he or she has knowledge and understanding of:
the interaction between an architectural concept and a building engineering concept
development and elaboration in a sustainable way of technical aspects: construction, structure and climate.
Thus the student must present reasoned solutions and demonstrate skill in incorporating the sustainable, technical building
design effectively in the design process as a whole.
Education Method Because of the strong relation between the Building Engineering and Architectural Studios, the educational method is set in
cooperation between the two and therefore differs per studio.
Basically, in all Building Engineering Studios several exploratory design studies and the development and elaboration of the
technical building design are at the core of the project.
Assessment The assessment of the technical building design project will be based on different presentation means. On the one hand the
presentation is dependent of the theme and method of the studio. On the other hand the presentation products have to show the
content formulated in study goal and course content.
The presentation of the technical building design includes a poster presentation, the exploratory design studies, the visualisation
of the concept, the elaboration of the relevant sustainable and technical aspects and a reflection on the final outcome.
The information regarding presentation and assessment is more specific formulated in the course manual for the particular
studio.
Special Information For questions please contact Ferry Adema (F.Adema@tudelft.nl).
The Architecture Design Studio and Building Engineering Studios are integrated and taught during the 1st and 2nd quarter.
Period of Education 1st Semester
Page 22 of 1045
AR1AD014 Fundamentals of Housing Design 10
Course Coordinator Ir. P.S. van der Putt
Course Coordinator Ir. H.A.F. Mooij
Instructor Ir. H.A.F. Mooij
Instructor T.W. Kupers
Instructor Ir. P.S. van der Putt
Instructor Ir. D. Baggerman
Instructor Ir. S. Nijenhuis
Instructor Ir. S. Nijenhuis
Responsible for assignments Ir. P.S. van der Putt
Education Period 1
2
Start Education 1
Exam Period none
Course Contents The Architecture & Dwelling MSc1 studio focusses on the fundamentals of the Dutch housing design and construction practice.
It deals with the themes of stacking & linking, repetition, access & circulation, dwelling typology, construction methods, climate
control and sustainability.
Students of the Fundamentals of Housing Design Studio design a residential complex in an urban environment in the
Netherlands. The design is accompanied/preceded by research into the design assignment and the specific topics of the studio.
Though topics may vary from one semester to the next, at the core of each studio lies the design of dwellings and of the dwelling
environment, complemented by research and literature study. Design work is done individually, while some of the research may
be performed in teams.
The Fundamentals of Housing Design Studio (AR1AD014) runs in conjunction with AR1A080, run by the Building Engineering
department. Both studios form one coherent whole and architecture and building engineering teachers will collaborate closely.
Study Goals Upon completion of the course the student is able to
present a coherent, significant, elaborated, correct and innovative design of a medium sized building on MSC1 level;
implement the fundamentals of housing design (as defined in the course hand-out) correctly, coherently and consistently,
articulating the architectural appearance of a residential building;
critically reflect on his/her own design and design process.
Education Method Studio sessions: 96 hours (for a group of 15 students)
Self-study: 184 hours
Literature and Study Bernhard Leupen and Harald Mooij, Housing Design a Manual (Rotterdam: NAi Publishers, 2011)
Materials Frederike Schneider, Grundrissatlas Wohnungsbau (Basel: Birkhäuser, 2011)
Roger Sherwood, Modern Housing Prototypes (Cambridge: Harvard University Press, 1978)
Assessment There are two design phases, the first in teams (of 2 or 3 students) and the second individual. Each will result in a presentation
and a grade. Furthermore students perform case study analysis (in teams of 3 or 4 students) and produce a reflection paper.
The final grade is determined by the constituent grades as follows:

Team design: 50%
Individual design: 15%
Plan analysis: 25%
Reflection: 10%
Remarks The Architecture Design Studio and Building Engineering Studios (AR1A080) are integrated and taught during the 1st and 2nd
quarter. Both studios form one coherent whole and architecture and building engineering teachers will collaborate closely. Only
students who choose the MSc 1 studio of Complex Projects or The Why Factory will follow the Architecture Design Studio in
the 1st quarter and Building Engineering Studios in the 2nd quarter. These two design studios are not integrated with Building
Engineering Studios.
Period of Education Semester
Concept Schedule Tuesday afternoon, Friday all day
Page 23 of 1045
Year 2022/2023
Starting Course MSc1
Page 24 of 1045
Course Coordinator Dr.ir. M.J. Hoekstra
Contact Hours / Week X/0/0/0
x/x/x/x
Education Period 1
Start Education 1
Exam Period none
Course Contents All first year Master students of the Faculty of Architecture and the Built Environment will start the academic year 2021-2022
with a MSc Kick Off programme on Friday 27 August and Saturday afternoon 28 August 2021. With a mix of lectures,
workshops and sessions guided by teachers of the faculty, you will e.g. be introduced to (design) ethics, scientific integrity
and/or intercultural communication.
With this programme you will make a first start to cover the ethics engineering learning goals of the Master programmes.
Further, we wish to enhance the interaction between all new students, both Dutch and International, and to introduce you to
settings, methods and procedures of the faculty.
Participation in the programme is highly recommended for all students starting their Master 1 programme in September.
Study Goals - The student has a basic understanding of moral sensibility, moral analysis skills, moral creativity, moral judgement skills,
moral decision-making skills and moral argumentation skills.
Education Method Lectures, workshops, games.
Assessment Not applicable
Special Information Please note that this programme starts in the week before the Opening of the Academic year. The MSc Kick Off programme will
be held on Friday 27 August and Saturday afternoon 28 August 2021.
For more information see website: https://www.tudelft.nl/studenten/faculteiten/bk-studentenportal/onderwijs/master-of-
science/master-kick-off/
As a consequence of the global covid-19 pandemic, we have downscaled the workshops and sessions in this course. For more
detailed information, we refer you to the email we will be sending you in the 2nd half of August 2021 in regards to the
introduction days.
Period of Education 1,5 days
Concept Schedule Two days: Friday and Saturday before start academic year
Page 25 of 1045
Year 2022/2023
MSc 2 AD
Page 26 of 1045
Year 2022/2023
Compulsory Choice
Page 27 of 1045
Responsible for assignments Drs. C.A. van Wijk
Contact Hours / Week 4 hours per week starting from week 3.1 and ending in week 3.5
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Expected prior knowledge The student:
-Has completed the Q2 precursor course: Delft Lectures on Architectural History and Theory (AR1A066), in which a proposal
for the thesis is prepared under the guidance of a tutor.
- Has developed appropriate academic writing skills. For TU Delft BSc graduates, a finished AC3 paper should have provided
them with skills in planning and developing a research project, critical and responsible use of sources, and logical argumentation.
These skills will be applied and expanded during this course.
- Demonstrates a general historical understanding of the architecture profession and the role of the architect in society.
- Can apply broad knowledge of the history and theory of architecture and related art forms and the humanities, as well as of the
social and cultural developments relevant to architectural design.
Required Language skills: to succesfully finish this course, the student must have appropriate English language skills. If in
doubt, the student should consult the OpenSourceware made available through the following links:
https://learn.saylor.org/course/view.php?id=42
(These links lead to the English courses offered for free to all by the online Saylor Academy.)
Please Note: Any issues regarding research skills or language capacities will have to be addressed before the start of this course,
and will require serious commitment by the student. The language courses are extensive and the student will not be able to
combine them with the normal thesis workload during the semester.
Course Contents The history thesis is a required independent research project in the Master 2. The choice of a topic and development of a
proposal for the thesis are part of the precursor course AR1A066, in Q2. The history thesis may deal with architecture, urbanism,
the visual arts, design and photography, film or literature. It provides students the opportunity to hone their research skills on a
historical topic. If the focus in on architecture, the research can also be of a typological kind, for example on a particular type of
building, preferably not through the centuries but concentrating on a particular period or aspect. If urbanism is the subject matter,
the themes may vary from the regional to the neighborhood scale, design and decision making processes, the role of politics,
theories (ranging from functionalism to morphological approaches, from programmatic aspects to ideas about the creative classes
and gentrification). It may also be a topographical / territorial topic, where appropriate in combination with other aspects. Finally
it can regard also the investigation of an abstract topic: rhythm, scale, theory of proportions, ornamentation, eclecticism and
monumentality, etc. in which an historical point of view is dominant.
Using mixed methods from archival research and oral history to close reading of visual and textual analysis students critically
examine their topic, producing a substantial research paper based on a clear historical perspective. This analytical and conceptual
experience forms an important complement to the design-based education of the master in architecture. Writing a history thesis
offers students a unique opportunity to pursue a research on a specific topic and requires students to work independently.
Building on historical knowledge and research skills gained in introductory and advanced courses, students focus on primary
materials and pursue an original question. They develop a complex argument and grapple with multiple data sets and
interpretations.
Collective and individual meetings with tutors provide a framework for the production of an original, well written paper of about
6000-9000 words. Students need to be familiar with library catalogues and search engines. The papers are required to
demonstrate superior and consistent understanding of scientific writing (i.e. footnotes, bibliography, front and back matter).
Study Goals Learning objectives
After completion of the course the student:
Exhibits in depth knowledge regarding a specific field of study within architecture, urbanism, art, and or media, in relation to the
socioeconomic and cultural context.
Is able to plan and develop a scientific research project.
Is able to develop a critical and logical argumentation from a scientific research question based on primary sources
(text/images/artifacts), and present this in clear, coherent and correct written English, supported with images.
Is able to evaluate, interpret and make proper reference to available sources.
Is able to build on existing knowledge and develop new knowledge.
Education Method Students meet with the tutor during weekly group or individual meetings in the first five weeks of Q3. However, the majority of
the time (5 EC = 140 hours in total) is spent on independent study, researching, writing and editing of the thesis.
Literature and Study Course material on research and writing is available on the course Brightspace page.
Materials
Assessment The thesis paper is an individual assignment, and students receive a grade for their final thesis paper. A rubric with the criteria
for grading is available on the course Brightspace page. The course structure has weekly assignments. These are not graded, but
students receive feedback from the tutor to improve their work, building it up towards their final paper. This is also a way to
check planning and progress. A month before the final hand in date, students submit a first draft for feedback. The final paper is
checked for plagiarism with Ouriginal. Incorrect use of sources (plagiarism) is not tolerated and will be brought before the Board
of Examiners.
start, participants will be required to enroll to the group of their tutor from the precursor course (AR1A066) via the course
Brightspace page.
Period of Education 3rd Quarter
Concept Schedule This course will be taught on Monday afternoons
Page 28 of 1045
Course Coordinator Dr.ir. H. Sohn
Instructor Dr.ir. H. Sohn
Instructor Dr.ir. A. Radman
Instructor Dr.ir. S. Kousoulas
Responsible for assignments Dr.ir. H. Sohn
Contact Hours / Week 4 (four) hours per week starting in week 3.1 and ending in week 3.8
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Required for As per MSc2 Architecture program requirements. This course is a required 'choice-course' equivalent to the History Thesis.
Expected prior knowledge Students are expected to have a specific interest in architecture theory, philosophy and other areas, which includes previous
reading and some research in these fields. Previous writing on theoretically driven topics is recommended, but not mandatory.
Students participating in this course are expected to have written a "Theory Thesis Proposal" in the MSc1 Delft Lectures on
Architectural Theory and History and enrolled in the MSc2 Arch. Theory Thesis in advance.
Course Contents The Architecture Theory Thesis Seminar 'Thinking | Reading | Writing' offers students the opportunity to engage the rich
conceptual, philosophical and theoretical dimensions of architecture and its influence on culture through research on a topic of
their own choice.
The course is specifically designed to accompany our students along the exciting journey of their 'thought processes'. Through a
series of lectures, group discussions, workshops and seminars, as well as self-study periods, the course helps our students to
develop and practice the necessary skills in thinking, reading and writing to produce advanced forms of academic research.
In this course students will learn to identify areas and topics of their interest and curiosity, and to frame them from perspectives
that highlight their positions through a theoretical lens. It is a course that helps students "to feel and to think", "to identify and to
frame", "to question and to problematise", and ultimately, "to articulate and to write" rough ideas and thoughts into proper
academic research. As such, it is a preparation course for more advanced forms of 'research design' and academic writing in the
Masters program and beyond.
In our course students are encouraged to explore contemporary "matters of concern" from an architectural perspective. In this
way our students dive into many exciting areas and fields of knowledge, from philosophy, theory, cultural studies, anthropology,
neuroscience, psychology, ecology: a true constellation of possibilities! Thematically, the course is open to the proposal and
interests of all our students: on how we speculate on architectural habits and the environment, on architecture and culture, on
technologies and the future, on modes of being and existence, of models of design, aesthetics, perception and ethics, on space
and time, of atmospheres and politics, and many other phenomena.
Ultimately, students in our course will write an academic "thesis essay" in which they will convey the development of their
thoughts and research.
Study Goals Upon completion of this theory course the participants will:
have a solid knowledge-base on architecture culture -its theories, methods, techniques- and its relations to other relevant
disciplines
will have acquired understanding of the societal, cultural, technological, environmental and ethical dimensions and implications
of conducting research on architecture, contributing to discussions concerning complex matters related to the built (and un-built)
environment.
have acquired a systematic approach to academic research and practice, using appropriate theories, methods and techniques to
critically investigate and analyse existing, newly proposed and self-formulated architectural ideas.
have acquired knowledge and practice on academic research and writing skills, formulating adequate questions and apply these
in theoretical argumentation and the formation of discourse.
be able to critically examine and discuss existing theories, models or interpretations in the area of his or her thesis essay.
have developed an open, critical and academic attitude towards learning and the skills to continue to acquire, interpret, reflect
upon, and employ new knowledge and skills independently.
Education Method This course is designed as a lecture-seminar course and is based on:
3 bi-weekly lectures
3 bi-weekly group seminars or thinking workshops
self-study period
consultation moments
Our education method fosters the process of research, namely, the development of specific skills and activities:
reading, thinking, researching and essay writing
Course Relations AR1A066 (Delft Lectures on Architectural Theory and History) - required MSc1
AR2AT041 (Architecture and Philosophy) - recommended elective MSc2

AR2AT021 (Agential Materialism Design Studio) - recommended design elective MSc2
Literature and Study Students are required to prepare a shortlist of references on their topic of choice.
Materials
The course will provide specific reading and research venues per individual student.
See course syllabus for more information.
Prerequisites To have accredited the following MSc1 courses:
Delft Lectures on Architectural Design and Research Methods (AR1A061) & Delft Lectures on Architectural History and
Theory (AR1A066)
Assessment This course is assessed through a "Thesis Essay" (short thesis, or "werkstuk") on a topic of the student's choice.
The specific characteristics of this "thesis essay" are mentioned in the course syllabus.
The evaluation of the final assignment is based on the course's Rubric, available upon request.
Submission of the final Thesis Essay by the stipulated deadline is a mandatory component for the accreditation of the course.
Page 29 of 1045
Thesis essays are submitted in week 3.10, and final grades will be registered within the allowed grading and registration of the
Faculty.
Enrolment / Application Students who wish to participate in this course are kindly asked to:
1. Submit a THEORY THESIS PROPOSAL in MSC1 (Delft Lectures in Arch. Theory and History - AR1A066) and to contact
the coordinators.
2. Enrol in the course during the allowed enrolment period of the Faculty.
Students with known course scheduling conflicts or who are studying abroad are asked NOT to enrol in the course without
contacting the coordinator is advance.
Re-takers may continue working on their topics. Please contact the coordinator in advance.
Period of Education This course is taught in QUARTER THREE
weeks 3.1, 3.3, 3.5 - Lectures

weeks 3.2, 3.4, 3.6 - Seminars
weeks 3.7, 3.8, 3.9 & 3.10 - self-study
week 3.10 - Thesis Essay due

Concept Schedule Thursday
Leerstoel Architecture Philosophy and Theory Chair
Minimum number of 15
participants
Maximum number of 150
participants
Page 30 of 1045
Year 2022/2023
25 ECTS Electives
Introduction 1 The Master 2 program of Architecture consists of a total of 30 credits, of which 5 credits compulsory and 25 credits free
electives.
- History Thesis (AR2A011) or the Theory Thesis (AR2AT031) of 5 credits
- An approved Master 2 Architecture design project (at least 10 credits) (see list in studyguide:
https://studiegids.tudelft.nl/a101_displayProgram.do?program_tree_id=21576)
- Free electives as to be found in the studyguide: https://studiegids.tudelft.nl/a101_displayProgram.do?program_tree_id=21576
There are 2 possibilities for doing the Architecture Master 2 design project:
1 - a Master 2 Architecture design project from the 'MSc 2 design project list',
2 - it is also possible to participate in an (international) program of another university. For this please contact 'International
Office' and Students Affairs (O&S)
The courses in this section are agreed on by the faculty Director of Education and the Master coordinator of Architecture as
Architecture design projects suitable for Master 2.
Page 31 of 1045
Year 2022/2023
Page 32 of 1045
AR0139 MEGA 15
Course Coordinator Dr. M. Overend
Course Coordinator M. Turrin
Education Period 4
Start Education 4
Exam Period none
Course Contents MEGA is a collaborative integral multi-disciplinary design of a special big and/or tall building. This could be a multifunctional
skyscraper or a multifunctional building with a large span, such as a stadium, a sports facility, a museum, or transport hub.
The course targets master students in Architecture, Real Estate & Housing, Building Technology (MSc 2); welcomes students
from Civil Engineering; is open to non-TU Delft students, conforming with TU Delft regulations.
Students work in teams. The design team of 5 to 8 students is responsible for delivering an integrated design as a
multidisciplinary team; while each student is responsible for one discipline.
Disciplines involved are: architecture, structural design, climate design, façade design, design/construction management and
computational design/BIM. Sustainability runs transversally across these disciplines.
All disciplines work based on digital models. The design process occurs in a collaborative digital design environment,
supporting the workflow across the different disciplines. The collaborative digital design requires an integrated 3D approach
with BIM (Building Information Modelling) principles, parametric design, performance analysis and multi-disciplinary
computational optimization/design exploration.
The workshop is very realistic and closely matches the design process of large international projects in the competition phase; it
is a very good preparation and experience builder for your future career. It is highly appreciated by future employers.
The course is supported also by external international design/engineering offices. With them, the location of the project will be
chosen and the brief of the design assignment will be developed. As examples from recent years, support was given by Arup and
UNStudio, by ABT and Neutelings Riedijk Architecten, by MVRDV, etc. In past editions, firms like Techniplan, Deerns,
DGMR, Esteco, and others consulted the students on specialized disciplines, with a perspective from practice. Examples of past
collaborations include also Municipalities and Provinces, such as the City of Rotterdam, Almere and Den Haag, and the Province
of Friesland.
Disciplines:
The team is organized on disciplines:

-Architectural Design
-Climate Design and building services
-Computational Design
-Façade Design
-Structural Design
-Management
The disciplines are divided amongst the team members; each member is responsible for the contribution and integration of these
aspects in the collective design. Students are encouraged to match their role in the team with the specialization they follow in the
Master track.
Phases:
The course is structured in 3 phases:

-Lectures; excursion; intensive learning
-Sketch design of 2-3 options; presentation of options; choice of one option
-Preliminary design of the chosen option; final presentation
The first phase includes lectures by professors, external experts and architectural/engineering firms. During the excursion, the
project site is visited. Intensive sessions allow studying and practicing group dynamics, collaborative work, computational
design.
The second phase focuses on the design of multiple options. The daily design activities are facilitated by tutors who are expert in
the disciplines. Each discipline has a weekly time for individual consults. During a presentation, one design option is chosen for
further development.
The mid-term presentation is facilitated also by external experts. Feedback by them and tutors inform the design and decision-
making.
After the mid-term presentation, the design option is detailed with the team, leading to the end presentation. The end presentation
is an important event with external experts assessing the designs. The design is summarised in reports about each discipline.
Site: The assignment has an actual site where the building is planned. Past examples are in Amsterdam, Rotterdam, London,
Brussels, Guangzhou.
Course Contents Learning objectives regard team work and individual specialized contributions:
Continuation
Collaborative design (whole team)
The student will be able to:
- design (with digital models) together with different disciplines (different goals and backgrounds)
- design in a realistic design environment
Sustainable design (whole team)

- identify key goals of sustainability for an interdisciplinary project
- contribute as a specialist to the holistic sustainability of an interdisciplinary project
Architectural Design (specialist)

The architectural designer will be able to:
- direct interaction between architecture/masterplan/environmental context
- develop architectural design concepts based on interdisciplinary inputs
- integrate structural, façade, climate concepts into architectural design
- integrate sustainability and construction into architectural design
- develop the interdisciplinary project until preliminary design
Page 33 of 1045
Climate design (specialist)
The climate designer will be able to:
- develop climate and building services concepts based on interdisciplinary inputs
- evaluate different climate and building services systems in relation to architectural design
- integrate with architecture, structure, façade
- calculate climate performances to provide feedback in design decisions
- dimension the HVAC installations
Computational Design (specialist)

The computational designer will be able to:
- set a collaborative digital workflow across disciplines / BIM
- set multi-disciplinary parametric design strategies/methods
- set multi-disciplinary processes for performance analysis with simulation tools
- set multi-disciplinary computational optimisation processes for design exploration
- coordinate digital interactions across disciplines in different design phases
Façade/envelope design (specialist)

The façade designer will be able to:
- develop façade/envelope concepts based on interdisciplinary inputs
- evaluate different façade/envelope systems in relation to architectural and climate design
- integrate with architecture, structure, façade, building services
- collaborate with the climate design specialist to provide feedback in design decisions based on numeric assessments
- dimension the elements of the façade/envelope
Structural Design (specialist)

The structural designer will be able to:
- develop structural concepts based on interdisciplinary inputs
- evaluate different structural systems in relation to architectural design
- integrate with architecture, façade, climate design
- calculate structural performances to provide feedback in design decisions
- dimension the structural elements
Management (specialist)
The manager will be able to:
- develop balance of costs and revenues for design optimisation based on interdisciplinary inputs
- develop real estate perspectives with stakeholder- and functional strategies in design and operational phase
- integrate construction methods/planning and site management and logistics
- collaborate interdisciplinary to provide feedback in design decisions based on numeric assessments
- define and coordinate objectives, tasks, deliverables in the group process
MSC 2 level.
Specified for this course:

After successful completion of the course, the student will be able to:
- work in an interdisciplinary design process supported by digital workflows;
- understand and apply discipline-related knowledge in projects for large or tall buildings.
- develop design strategies to achieve high building performances;
- integrate numeric analysis and simulations data to address design choices.
Education Method In this course, the education methods are:
- Lectures by professors and specialists
- Collaborative working sessions with other students
- Exposure to external architectural practice and external experts
- Consults with tutors
- Making presentation and receiving/integrating feedback
Special is the involvement of external practitioners and external experts linking this course to practice.
For this course several multidisciplinary teams of students are formed, which are each responsible for one integral design. Each
student has a different role in the design team and is tutored by instructors specialized in her/his discipline. When possible,
students take roles according to their specialization during the Master studies.
Apart from focussing on his/her own discipline, the aim for each team-member is to achieve the best integral design paying
special attention to collaborative design, sustainable design and computational design.
Feedback is received during the mid-term and final presentation from the external experts and tutors.
Literature and Study Specific literature is provided at the start of the course in Brightspace. The literature below provides an indication on relevant
Materials general content.
Rem Koolhaas, Delirious New York: A Retroactive Manifesto for Manhattan, 1978.
Iñaki Ábalos and Juan Herreros, Tower and Office: From Modernist Theory to Contemporary Practice, 2003
Barnes, M., Dickson, M., (Ed.), Widespan Roof Structures, Thomas Telford, London, 2000
Kloft, E., Eisele, J., (Ed), (2003) High-Rise Manual, Hardcover
Ali M, Armstrong P. Overview of sustainable design factors in high-rise buildings. CTBUH 8 World Congress, Dubai. 3-5
March 2008
BREGlobal Ltd. BREEAM International New Construction 2016. Technical Manual
Borhani, A., Dossick, C.S., Meek, C., Kleiner, D. and Haymaker, J., 2019. Adopting Parametric Construction Analysis in
Integrated Design Teams. In Advances in Informatics and Computing in Civil and Construction Engineering (pp. 351-358).
Springer,
Wortmann, T., 2018. Efficient, Visual, and Interactive Architectural Design Optimization with Model-based Methods
Assessment Presentations and Reports
Assessment is twofold:
- Group assessment for integral group design based on presentations
- Individual assessment for discipline report
The students mark is a combination of the group assessment and individual assessment.
Concept Schedule Tuesday
Page 34 of 1045
Course Coordinator Ir. R. Schroën
Course Coordinator Prof.dr.ing. U. Knaack
Contact Hours / Week 12 hours per week
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Course Contents The project is about building in a extreme situation, in respect to climate, location and function. Essence is the interaction
between the extreme circumstances, the technical solutions, and the architecture. Extreme circumstances do request technical
solutions which will be the starting point for the design development. The designer has to direct the 'engineer questions and
answers', towards the articulation of the form which is based on integration of aesthetic and technology.
"Die Architectur des 21 Jahrhunderts hat ihre Unschuld verloren, Gebaude mussen etwas leisten" Stefan Behnisch.
In the end the student is able to understand technical solutions, to reflect on them, to applicate them and to transform them. And
the student is able to design a coherent design result.
Master 2 level.

In the end the student is able to design a healthy coherent building in extreme conditions with a focus on technical solutions: the
student is able to apply, reflect and transform principles concerning climate, construction and structure.
Education Method In EXTREME students make an individual design project. Students attend lectures, do self study, and meet with their teachers
once per week.
Assessment Design examination. A design examination is an active assessment, during or at the end of the educational period, with a design
(drawings, models, reports, oral presentation) as a final product. During the educational period the student receives feedback on
the progress and how to develop the design and design process. Examples of end products: drawings (on paper, digital), scale
models, reports, reflection, presentations.
Concept Schedule All lectures and teaching is on Tuesdays.
Course evaluation For the course evaluations see: http://kwaliteitszorg.bk.tudelft.nl/

Course Coordinator Prof.ir. M.F. Asselbergs
Course Coordinator Prof.dr.ir. A.A.J.F. van den Dobbelsteen
Course Coordinator Ir. P.G. Teeuw
Contact Hours / Week Varies.
x/x/x/x
Education Period Different, to be announced
Exam Period none
Course Contents This course is connected to active involvement of students participating in design teams related to practice. This course deals
with the architectural and technical design and elaboration.
The course is not regular offered but incidental.
MSC 2 level.
Specified for this course; the student is able to:

- collaborate in a team with other students
- work on a joint design of a specific (building) design project
- integrate various aspects of sustainability into the design of the project
- elaborate on components of the design challenge, related to architectural design, structural design and engineering, envelope
design and engineering, climate design and engineering, etc.
Education Method Tutorials, workshops, (mid-term) presentations, reporting, exhibiting (if applicable).
Literature and Study Literature and Study Materials will be made know prior to the start of the course.
Materials
Assessment Design examination.
Portfolio of the design, report and oral presentations will be assessed by different criteria. Also the group attitude and pro-
activity of the student will be reviewed.
All depending on the specific project.
Special Information Enrolment for this course is not by BIS.
In case the course is offered it will be announced how to enrol.
Period of Education Varies.
Concept Schedule Depends on the project (varies).
Minimum number of Varies per project.
participants
Maximum number of Varies per project.
participants
Page 35 of 1045
Course Coordinator Prof.dr.ir. J.W.F. Wamelink
Instructor Dr.ir. R.M. Rooij
Instructor Ir. H.A. van Bennekom
Instructor Prof.ir. M.F. Asselbergs
Contact Hours / Week 0/0/0/X
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Expected prior knowledge Bachelor Architecture, Urbanism & Buildings Sciences or comparable.
Course Contents Many of the current societal challenges have a strong relation with the built environment, such as the energy transition, the
circular economy, the scarcity of raw materials, spatial resilience and justice, and recently the consequences of the COVID-19
crisis, eg urban health and indoor climate issues. Solving these complex problems requires a creative, entrepreneurial,
interdisciplinary approach. Young people with an entrepreneurial attitude can make an important contribution to this. In
particular, design-oriented students with great creativity and profound interdisciplinary knowledge can make impact.
Innovation research shows that new market initiatives can be an important stimulus to achieve innovation in the sector.
Architectural innovation, for example, often arises from a new office (often with young people). We also see many new entrants
in the energy transition and circular construction designs that create surprising solutions with a completely new perspective.
In the faculty many students show an intrinsic motivation to get started with these challenges, and go along with an idea in order
to market their solutions as a company or concept, often together with others. In this design studio, we are looking for ground-
breaking solutions for the society related problems mentioned. In this design studio, individual students or an interdisciplinary
team of students will design a solution in such a way that it will be both a showcase for the outside world, and a possible start of
a new venture. The project is guided by a variety of tutors from all departments of the faculty in order to emphasize the
interdisciplinary character.
To create this combination of design and entrepreneurship, creative, enterprising students come together in this design studio.
They work on the development of their idea in the form of a design proposal and they think about how their idea has additional
societal value, can create societal impact, and can be brought to the market. The idea can be a physical product, but also a
strategy, service, approach or alike. Upon completion of the project, the interdisciplinary groups present themselves to an
independent jury.
The BK-launch studio is part of the BK-launch platform for innovation and encouragement of entrepreneurship in the faculty.
After finishing the design studio successfully, students can decide to participate in the BK launch platform (see
https://www.tudelft.nl/bk/samenwerken/bk-launch).
Study Goals Upon completion of the design studio the students can:
create a coherent, significant, elaborated, correct and innovative design proposal for an architectural, urban, of building
technological challenge, including a viable business plan or implementation strategy.
argument why their project can have (additional) societal value and impact for solving a large(r) socio-spatial challenge.
interdisciplinary collaborate with students from other disciplines via the development of a joint and integral design proposal.
demonstrate an entrepreneurial attitude and mind-set and related skills, such as creativity skills, value assessment skills, and the
integration of market and business constraints in the design development process.
present, discuss and defend their design proposal and business plan/implementation strategy convincingly to an audience of
experts from the field.
Education Method The course's learning activities comprise:
-Tutorial in studio
-Workshops
-Lectures
Assessment Grades will be based on course participation, assignments, presentation, and the final project.
Concept Schedule Monday afternoon and Thursday morning
Page 36 of 1045
Course Coordinator Dr.ir. N.M.J.D. Tillie
Course Coordinator Dr.ir. I. Bobbink
Contact Hours / Week 0/0/0/4
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Required for students need to be master students
Expected prior knowledge design skills
Summary The TUDelft Campus grounds are to be investigated, understood and re-designed as an urban landscape. You are challenged to
make use of unorthodox explorative methods and come up with concrete proposals for improvement, if possible, physically
constructed during the course. On Site offers a multidisciplinary design setting in which you interact with the users of the public
space.
Course Contents In this elective course that is organised by the section of Landscape Architecture, the spatial potentials of the TUDelft campus
and immediate surroundings are the central design issue. We aim at participants with different disciplinary backgrounds. We will
concentrate on the university campus as an urban landscape in which a large variety of current societal and spatial needs can be
operationalised. Landscape interpreted as public domain, ecological resource, social space and healthy environment requires new
approaches and proposals for the physical improvement of the outdoor over-all quality. Students are challenged to review their
ways of spatial exploration and diagnosis and to develop substantial landscape ideas for a better campus.
Through fieldwork, the site will be analysed applying experimental methods and techniques, some of which are borrowed from
other disciplines like social sciences and the arts. The experimental analysis depicts the subjective, dynamic and intangible
characteristics of the place such as: processes, activities, memories, stories, experiences, rituals. Through sensorial perception,
tracing narratives, investigating historic sources, mapping spaces, experimental photography you dis-cover the identity of the
site.
The final goal of the course is to develop designed proposals for landscape-based actions in the campus area. Potential execution
of the design should be taken into account while working on the proposal. Preferably, hands-on landscape engineering and
construction work is part of the course, as well as interacting with the stakeholders and the public.
This course is being developed in close collaboration with the TUDelft campus managers and advisors to enlarge the chances of
actual adoption and implementation of the design proposals. The Q4 course will be offered over a period of several consecutive
years to enable the continuation of the physical alterations and modifications over time.
Study Goals By the end of this course, you should be able to:
- to enlarge the disciplinary repertoire used for the investigation, the visualisation and the understanding of topography and for
the clarification of spatial identity of a specific landscape;
- to understand, internalise and apply the potential interaction between landscape architecture tools, other design disciplines and
other fields of science;
- to develop a concrete landscape architectural proposal for a specific site;
- to elaborate a design proposal in terms of engineering, construction and maintenance.
Education Method studio work

interactieve lectures
workshops
fieldwork
work on site
Assessment drawings
models
films or if possible: real constructions in the public realm
Remarks The maximum marking period is 15 work days.
Period of Education Quarter 4
Concept Schedule Monday
Minimum number of Minimum number of participants 15
participants
Maximum number of participants 30
participants
Page 37 of 1045
Course Coordinator Ir. K.P.M. Aalbers
Course Coordinator Dr.ir. M.G.A.D. Harteveld
Course Coordinator Dr.ir. R. Cavallo
Contact Hours / Week 12 hours/week (4.1-4.5)
x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
Expected prior knowledge The course is open to students of the Masters degree programmes in architecture, urbanism and landscape architecture. If you are
in a different programme: please consult coordinators before enrolling and ask approval.
MSc track Architecture: it is expected that students have the knowledge from a master 1 design course and the Building
Engineering Studios (AR1A080).
Skills are acquired to incorporate an understanding of the design (process) attained with regard to architectural/urban history,
theory, art and technology as well as relevant general knowledge of human sciences. Additionally, skills are acquired to
incorporate an understanding of the design (process) attained with regard to the relation between buildings, public spaces and
societys needs, including environmental aspects.
Course Contents Massive urbanisation puts pressure on public space and demands new programmes for instance, alternative gathering places
such as
public interior spaces and a variety of forms of collective spaces. This diversity of programme cannot be planned in advance, but
interventions in the city need constantly to be grounded on sharp design approaches in order to respond adequately to the
necessities of our times. In general, mobility and public life manifest themselves in various forms as carriers of urban
development. Design experiments, as put forward in this course, have to show how to work with continuously changing urban
conditions, how mobility transforms the city and public space can take various forms, how programs hybridise, and how new
technologies can be used to keep up with the urban dynamics. Given these themes, designs also present awareness of the
inclusiveness and accessibility of various systems and places, facilities and technologies.
In this interdisciplinary Masters design studio, you combine these issues and present them to your peers and a team of
interdisciplinary supervisors. You focus particularly on the consequences of urbanisation for the major foundations of the city of
the future urban infrastructure and public space and you envision an experimental design, within a larger set of visions
produced by you and your fellow students. In these designs, students and staff are interested on one hand to the urban
intervention in the built environment and its effect on architecture, and at the other hand to the architectural treatment of the city
and its effect on urbanism.
The studio is supported by an interdisciplinary lecture series which provides an overview of vested theories and cutting edge
research on people movement, urban vitality and public space. This includes seminal works by Gehl, Whyte, Jacobs, Appleyard,
Lynch and research work by Cullen, Smithsons and Venturi & Scott Brown. The role of citizens and designers in shaping vibrant
urban public space is explored through readings, film and active discussions with students. This is certainly not your average dry
theory course The course material will come alive through active discussions and the direct application of theories in analysing
real urban settings.
Study Goals The student:
- knows key literature and recent research on people, movement and public space
- understands main theories on people, movement and public space
- applies these theories in analysing real urban settings
- evaluates critically on these theories
- creates presentations analysing the subject on an academic level.
And, the student:

- understands the interrelation of architectural and urban design, to evaluate and create proposals for strategic interventions, with
regard to spatial-social patterns and the culture of the city
- evaluates skills in architectural and urban design to create an elaborate design proposal in typological terms related to use,
ownership and meaning
- creates an elaborate design proposal on the edge/overlap of both professions, satisfying formal, technical and functional
requirements, including materialisation.
Education Method The course consists of interactive studio work and lectures.
Active participation and discussions are greatly welcomed and reading the course materials is absolutely required. These are not
consumer classes! Great urbanists create strong design propositions as critical thinkers In class, you are encouraged to question
the course material, the case, the lecturer and the general state of urban theory.
Studio work includes group analyses* and individual design of a challenging case. As such, the course provides contextual
insight in the problematique highlighted in the course. The case will be updated annually. It serves as test-bed for a design
proposition, which stands for a more general statement in the sphere of interdisciplinary design approaches.
Lectures are followed by discussion groups* that challenge you to discuss and apply the theories covered in class in your urban
analyses. Small weekly homework assignments are covered in these groups. Therefore, come prepared!
Your final statement is based on research and represented in an elaborated design. These will be presented at the last day of
class.
*) the discussion groups ideally consists of four/five members, who divide topics and peer each other.
Assessment Studio work 80% - Lectures 20%
Assessment of studio work:

Analyses and design, presented in drawing form with written commentary and a model.
Assessment of lectures:
Class participation and homework assignments together with final presentation (including 5 pages individual contribution to a
collaborate report, 1 group poster (A1) and verbal presentation (Q&A) proving integration with class readings
Special Information This course includes AR0168 - People, Movement and Public Space (so it cannot be combined with this course).
The studio work includes an excursion to the site. Please, do not hesitate to inform with the course coordinators what this year's
case studies is.
Remarks The maximum grading period is 15 work days.
Page 38 of 1045
Concept Schedule The sessions are scheduled on Tuesdays.
The actual schedule will be available via Bright Space > My Timetable.
Leerstoel Urban Design | Design of Public Space
Architectural Crossovers
Minimum number of For any course the minimum number of participants is 15.
participants
Maximum number of For this course the maximum number of participants is 32.
participants
Page 39 of 1045
Course Coordinator J. Arpa Fernandez
Instructor A.B.O. Ravon
Instructor L. te Loo
Responsible for assignments J. Arpa Fernandez
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Expected prior knowledge It is expected that students have the knowledge from a master 1 design course and the Building Engineering Studios (AR1A080).
Summary The Why Factory (T?F) is a global think-tank and research institute, run by MVRDV and Delft University of Technology, and
led by professor Winy Maas. It explores alternative possibilities for the development of our cities in particular and of our Planet
in general, by focusing on the production of models and visualizations for the Planet of the future.
Education and research at The Why Factory are combined in a research lab and platform that aims to analyze, theorize and
construct future cities and a better Planet. The Why Factory investigates within the given world and produces future scenarios
beyond it; from universal to specific and global to local. It proposes, constructs and envisions hypothetical societies and cities
and landscapes; from science to action and vice versa. The Why Factory thus acts as a future World scenario making machinery.
Moreover, we want to engage in a public debate on architecture and urbanism. The Why Factorys findings are therefore
communicated to a broad public in a variety of ways, including exhibitions, publications, workshops, and panel discussions.
The research at the Why Factory produces observations, hypotheses and statements in a visual and direct manner. The images
produced are a combination of science and fiction, in an approach integrating systematic observations and gathering of data with
speculation and imagination through spatial and architectural means.
A systematic, parametric exploration of parts of the design is an integral part of the research approach.
STUDENTS WORK IN LARGE GROUPS AND PRODUCE ONE SINGLE PRESENTATION AT THE END OF THE
STUDIO.
During the studio, several individual interviews with the instructors will take place so as to evaluate the individual student's
progress within the group.
For more information about our previous studios, please visit:

https://thewhyfactory.com
https://thewhyfactory.com/education/
Course Contents MSc2 offered by The Why Factory focus on exploring how the future of architecture and the city will be. The students are asked
to rethink, research, reshape and enhance the image of future of architecture and urban life. Studios include highly integrated
research and design meant to contribute to the development of The Why Factorys agenda.
During the Why Factory MSc2 Design Studios, we invite students to research on visionary, green, fantastic, fast, self-sufficient,
austere, cute, transparent, biodiverse, intimate, adaptable, free, open, emotional, surprising, natural, wonderful and common
future architecture and cities (and Planets!)
Study Goals - Upon completion of the design studio the student is able to convincingly present and discuss a coherent, significant, elaborated,
correct and innovative design proposal on mainline, and on aspects relevant to the MSC2 level.
- Upon completion of the design studio the student is able to demonstrate the necessary argumentation skills to explain and
reflect upon the relationships between analysis, conceptualization, method and composition of a design proposal.
There are six qualitative aspects expected from students at the end of their MSc1 and MSc2 Design Studios:
1. Critical Thinking: The ability to create a conceptual framework, work with studio concepts and self-reflect on work developed
over the course of each semester.
2. Craft: Commitment to refining how a project is investigated and represented, including simulations, models, drawings,
analysis, etc..
3. Rigorous Investigation: Thorough and complete investigation of ideas through research, iteration of drawings and models, and
rhetorical elaboration.
4. Response to feedback: Ability to respond to and incorporate feedback from studio instructors.
5. Imagination and Creativity: Spirit and originality in proposed project approach and its subsequent development.
6. Capacity to integrate in a large group and produce collective research and design. It is very important duing the studio to work
in large teams and be able to adapt to team-work, as an essential training for future professional life.
Education Method Number of studio hours: 80
Number of self study hours: 332
STUDIO
The Why Factory runs research projects, which are positioned in a classical research tripod of models, views and software; of
model cities, applications and storage. The research on the Future City is undertaken through the interactive composition of three
fields. It speculates on possible theoretical models in the model city program. It makes counter proposals for existing cities. It
stores its knowledge through an evolutionary gaming program.
Model Cities Program: Model Cities concentrates on the conceptualisation and modelling of cities, each within its own limited
set of parameters that allow for maximal exploration of a specific subject in order to engage with possible futures. The Model
City Program theorizes abstract cities and translates them to physical models to explore spatial qualities and quantities, potentials
and limitations. T?F seeks for a refined combination of science and fiction in order to bring our dreams and desires closer to
reality.
Page 40 of 1045
Applications Program:In the applications program model cities both are tested in real cities. The different models become
counter proposals for existing cities. T?F collaborates with local institutions to test different hypotheses and discusses them with
local governments and citizens.
Software Program;How can we store all the information that derives from the model city and applications programs? Can we
create a library that is not only passive but can behave actively? Maybe we can store knowledge in gigantic software, an
evolutionary game, that not only collects data but also positions them and makes them visible, comparable and in the end even
productive? It combines the role as a library with the one as a connector or a communicator and even generator. It becomes a city
itself; an evolutionary city; a data cloud. Such a tool combines the more collective agendas with the individualistic tendencies of
the current societies; a developing series of urban software is imagined.
Assessment Oral examination and design examination: a collective research and design proposal will be presented at the end of the studio by
two or three members of the group.
These two or three students are just representatives of the team and present the work undertaken by everyone.
Students will receive individual grades according to their performance during the studio. Instructors will monitor de individual
progress within the group work.
During the semester, several intermediate reviews will be scheduled.
Permitted Materials during On-screen presentation, printed materials and models.
Tests
Period of Education From week 4.1 thru week 4.10 in the spring semester
Concept Schedule Tuesday and Thursday from 8.45 to 12.45 from week 4.1 to 4.10

Course Coordinator Dipl.-Ing. M. Bilow
Education Period 4
Start Education 4
Exam Period none
Course Contents
The focus of the semester is an innovative building construction or facade design for an architectural related building, this may
be a part of a building, a pavillion or a facade. The task is a building component in which all the important technical and
architectural aspects of a building are integrated in. The first three weeks students individually research and analyse the
assignment in order to come up with an innovative concept. The remaining weeks of the semester are dedicated to a design by
research process in which all the main aspects of the design, from applied mechanics, material propertie to production techniques
are researched ending in an integrated final design. Computer modeling, virtual and full scale material prototyping are part of the
process.
This course is a shorter version of the already known bucky lab, so expect the same fun but in a smaller package ! We try to
focus more on the construction and will reduce the building physics and structural engineering part.
We will build in our mobile workshop - every student has to wear safety shoes ( S2)
MSC 2 level.
Specified for this course: the student

- has an understanding of the relation between design, society, realisation, materialisation and functioning.
- is able to design and evaluate building components based on their function and performance.
Education Method Design consultation and computer modeling. Design by prototyping
Assessment Individual report of innovative concept and reports in team of two students of design by research process from concept to final
design, main focus the level of integration of all the researched aspects.
Concept Schedule Tuesday and Thursday
Page 41 of 1045
Course Coordinator Dr.ir. B.M. Jurgenhake
Education Period 4
Start Education 4
Exam Period none
Course Contents Students of the Elective Studio Towards an inclusive Living Environment design a residential, residential + mixed function or
alternative project in an urban environment. The main question of this elective is to what extend can architecture provide an
inclusive and healthy living environment for all. The design is accompanied by a short phase of human-centered research as start
of the elective (visual anthropology with observation, participation and/or interviews) Design work is done individually or in
groups op two students, the research may be performed in teams of max. three students.
Each semester the design assignment may be different from the one before. It includes projects for special groups of our
society(more vulnerable people like the elderly, children...) or it focuses more on the topic of a health promotion. The design
may end up in a small scale intervention, a design of a transformation or new building, or a design on
Though topics may vary from one semester to the next, at the core of each studio lies the question: what does an Inclusive and
Healthy Living Environment mean for the architecture? We will explore the question by looking at the city as a multi-domain
structure and by working on different scales. We will discuss new ideas for an inclusive living environment. Each semester we
try to closely work together with the target group themselves, municipalities and/or housing associations.
Upon completion of the design studio the student is able to convincingly present and discuss a coherent, significant, elaborated,
Study Goals Upon completion of the design studio the student is able to convincingly present and discuss a coherent, significant, elaborated,
- Studio specific study goal 1: The student is able to combine different (interdisciplinary) research methods and to translate
and discuss research outcomes into design.
- Studio specific study goal 2: The student is able to understand the potential multiple user groups and their demands
In addition to the specific focus of each design studio (track), upon completion of the design studio the student is able to:
demonstrate the necessary argumentation skills to explain and reflect upon the relationships between analysis, conceptualization,
method and composition of a design proposal.
demonstrate sufficient insight in and knowledge of the design process
position the project within a particular theoretical, historical, social or contextual framework.
Education Method Workshop day(s) incl. an excursion to the site and lectures as a start of the Msc2.
Getting acquainted with the method of the studio; research fieldwork on location; in-depth research on location - preferably
combined with a stay at the location (one or several days).
Weekly tutoring of the research and the design in the design studio; possibly additional tutorial days with specialists, research
presentation, midterm presentation and end presentation with visiting critics
Course Relations The studio is emphatically looking for a cross-over between architecture
and other fields of expertise. This may be expertise in the specific target group; urban- and landscape planning; taking a look into
the possibilities for a financial realization of the project. Further explanation can be found in the flyers or on our website.
Assessment A Research Report: a written document made by the whole group about the human centered fieldwork, done in the
neighborhood. Students deliver a Draft version after 4 weeks and will get feedback to be able to develop the product. The
assessment will be supplemented with an oral presentation to explain the product directly after the fieldwork phase of the first
weeks. The report has to be delivered halfway the course.
A1 poster Drawings: Students make A1 posters with of their design. One day before the end-presentation they have to be
delivered. The end-presentation which will be held in week 4.10. Process Presentations will be held throughout the semester;
Exact requirements to be announced at the start of the studio.
Period of Education 4th kwarter
Concept Schedule We will meet weekly on Tuesday morning at the faculty. Next to that we will have second meetings, or at the location, or online,
or at the faculty. These second meetings will be announced at the beginning of the course.
Page 42 of 1045
AR0226 MSc2 Studio Elective Urban and Infrastructure (Re)development 15
Game
Course Coordinator Dr. A. Ersoy
Instructor Prof.dr. P.J. Boelhouwer
Instructor Prof.dr. E.M. van Bueren
Instructor mr. F.A.M. Hobma
Instructor Dr. E. Louw
Instructor Dr.ir. M. Spaans
Instructor Dr.ir. S.C. van der Spek
Instructor Ir. H.W. de Wolff
Instructor Y. Chen
Instructor Dr.ir. S. Zijlstra
Instructor Dr.ir. T.A. Daamen
Instructor Dr.ing. G.A. van Bortel
Instructor Dr.ir. E.W.T.M. Heurkens
Instructor Dr. W.J. Verheul
Instructor V. Muñoz Sanz
Instructor K.B.J. Van den Berghe
Instructor Dr. H. Hou
Instructor Ir. E.H.M. Geurts
Education Period 4
Start Education 4
Exam Period none
Course Contents The study focuses on skills of integration and analysis based on the knowledge acquired in the first semester. Students will play
roles in project simulation and learn how to assess, analyse, research and improve operation practice in this professional field.
The course aims to train students to grasp an integral approach when managing urban (re)development both at the urban area
scale and at the portfolio and object scale. Through a role-playing simulation project, students will be given design assignments
that drive them to (re)develop a complex urban location with both residential and non-residential elements.
Study Goals Understanding the changing context of the global and local environment and economic, social and cultural elements that
contribute to various urban problems; understanding the context, content, players and means of implementation during the cyclic
phases of urban area development; evaluating positions, objectives and means as well as strategies of involved parties in
different phases; analysing the social-economical and urban context as well as the status and function the area can possibly
achieve in the future; setting up functional programmes for the area in question; analysing spatial possibilities and the feasibility
and financial consequences of investments; developing institutional and financial plans for different phases in order to manage
and oversee the development design and implementation process, thereby effectively coordinating the input of the various actors
in the project;
conducting feasibility studies of the real estate portfolio strategy with involved and/or potential stakeholders and the cost-benefit
analysis; working in multidisciplinary teams, negotiate and communicate with different parties, present project results and reflect
the development process with an analytical report.
Education Method Flip learning; classroom exercises; online reading; group work
Assessment Essay writing; and final report
Period of Education Q4
Concept Schedule Tuesday afternoon
Page 43 of 1045
Course Coordinator T. Kuzniecow Bacchin
Course Coordinator Dr. F.L. Hooimeijer
Instructor Dr. F.L. Hooimeijer
Instructor T. Kuzniecow Bacchin
Contact Hours / Week 7 hours per week starting from week 1 and ending in week 9.
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Course Contents With urgent urban challenges such as climate adaptation, energy transition, and continued urbanisation, the urgency of
integrating planning and design with urban engineering increases. The implementation of new technological interventions and
the utilisation of the natural system is hampered by the lack of an integrated approach incorporating urban planning and design
decisions. Meanwhile, urban and economic growth increasingly competes for infrastructure and environment, affecting the
success or failure of the daily operating systems of cities and thereby urban competitiveness. The challenge is to fundamentally
re-think the urban landscape in light of new technologies. The question is how to renew existing cities by integrating the
parameters of the natural system, as well as technological innovations directly into urban development opportunities arising from
spatial planning and design.
In order to stimulate and design the synergy between design and engineering this course offers the possibility for architects,
urban designers and landscape architects to get well acquainted with the concepts and language of civil engineers on the subject
of infrastructure and environment; at the same time the civil engineers will get acquainted with the world and language of
designers.
In order to create an emerging path where synergy between the disciplines makes sure that technology becomes embedded in the
design process, this course offers possibilities for both urban designers and civil engineers to get well acquainted with each
others discipline.
he basic premise for the course is to study the role of planning and design in the complexity of current urban challenges. The
focus is on the roles that actors have within urban development, how information is shared and knowledge is exchanged, and
how this is reflected in the products the designs, master plans and zoning plans that take shape in the urban development
process.
Students perform theoretical and empirical research during an internship and will produce a journal paper in which they reflect
academically on a certain topic or process that they encounter in their work. Their experience and ideas are shared during three
(compulsory) workshops in which the research questions, methods and output is discussed and peer reviewed.
Students have to provide the internship for themselves, without the internship the course cannot be done. The workshops are
compulsory; without participation the student will not be graded.
Study Goals Students will be able to:
Formulate their design perspective that is based in a conceptual or theoretical framework.
Identify and discuss the synergy between natural conditions and technological potential and possibilities in urban environments.
Analyse and design infrastructures on a regional scale and on the scale of the section.
Identify and discuss the tension between public and private development in infrastructures and environments.
Apply methods concerning the appraisal of sustainable urban environments and infrastructure.
Demonstrate in a design the connection between the natural system and technical possibilities in urban environments.
Be able to translate analyses into design and the design into a formal plan.
Perform inter-disciplinary working.
Education Method Lectures, self study, workshops and working groups.
Combination of individual and group work.
Readings in the field of knowledge brokerage, technical entrepreneurs, landscape ecology, sustainability and urban theory for a
better understanding and theoretical framing of the individual project.
Exercises in building a theoretical or conceptual framework and translating analyses into design.
Interdisciplinary learning by taking class with civil engineers and policy students in which understanding can be created for each
others knowledge and skills, where fences between the knowledge fields can be broken down, where contacts can be make for
later in professional careers. The Urban Water Management course starts in Q3 with 8 lectures of which the compulsory ones are
indicated in the schedule, the others can be viewed on collegerama. In Q 4 there is an assignment, excursion and workshop with
the urban water management students.
Workshops with professionals and with students of technical background to understand differences in language and concepts
and learn to apply the technical information to the spatial context.
Individual or group project as elaboration of the workshops.
Project in practice: research assignment with a partner in practice to answer to the goals of this course. It needs to be with a
company or institute, municipal department with a technical focus. With them you need to arrange that you work on a certain
research or design project that can be done in 10 weeks, minus the time you need for the other activities in this course and your
other electives. You can also take the summer months to extend the internship. The result is a report where, taking in
consideration the learning goals for this course, a reflection is done on the project and/or way of working.
Literature and Study Mandatory and recommended literature will be mentioned on the specific Bright Space page.
Materials
Assessment Writing assignment plus oral examination and analytical assignment:
The course results in an individual project or a project in practice. The content of individual project is:
1) Use of theory to frame your research and design perspective.
2) Research and analyses of technical data/infrastructure of your site resulting in an environmental and infrastructure potential
map.
3) Research and analyses of the surface of your site, resulting in a surface potential map.
4) Synthesis between 2 and 3 and together with 1 resulting in a (spatial) concept.
5) Concept translated in a performance based urban design that will be translated into a formal plan.
The rubric will be available on the course specific Bright Space page.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 44 of 1045
Sustainability
Transport & Logistics
Underground
Water management
Concept Schedule The sessions are scheduled ion Tuesday and Thursday mornings.
Minimum number of For any course of the Master track of Urbanism the minimum number of participants is 15.
participants
Maximum number of For this course of the Master track of Urbanism the maximum number of participants is 25.
participants
AR0682 Heritage and Architecture Design Studio: Research and 15

Architectural Design
Course Coordinator Ir. W.L.E.C. Meijers
Course Coordinator Ir. W. de Jonge
Instructor Ir. A.C. de Ridder
Instructor Ir. W. Willers
Instructor Ir. A.W. Hermkens
Instructor Ir. W.L.E.C. Meijers
Education Period 4
Start Education 4
Exam Period none
Course Contents Re-designing and researching buildings of significance in cultural-historical context is the main concern of Heritage &
Architecture. In this course the architectural research of existing built structures leads to conclusions that give the focus of the
position and interpretation in a transformation or conservation design.
The developing discussion in this studio by Learning from others, of theory and reference material is guiding for this re-design.
Initially in small groups students research related questions to the proposed subjects for the transformation design.
Students individually create a re-design that shows a meaningful translation of an intervention strategy into the spatial,
functional, contextual, material and technical design. The design choices are based in an understanding in relation to cultural
value.
Study Goals Upon completion of the design studio the student is able;
- to convincingly present and discuss a coherent, significant, elaborated, correct and innovative design proposal on mainline, and
on aspects relevant to the MSC2 level.
- demonstrate the necessary argumentation skills to explain and reflect upon the relationships between analysis,
conceptualization, method and composition of a design proposal for a cultural-historical context.
- to understand the focus on moral sensibility, analysis, creativity and judgement skills regarding architectural ethics
- position the project within a particular theoretical, historical, social or contextual framework.
Education Method The design studio features individual and group tutorials, and study specific to the design project. The coaching is during
educational weeks.
At the beginning it includes group work for the research framework of the studio subjects and in the final weeks it features the
individual design of a challenging case based on scenarios and design strategy.
At the start several dedicated thematic exercises and lectures pertain to and to inform the studio subject.
The final result is based on the studio research and represented in an elaborated design with an argumented position in the field
of Heritage and Architecture. These will be presented in the last week of the course.
Literature and Study To be announced upon the beginning of the course and/or Brightspace.
Materials
It is strongly recommended that students have studied;
Kuipers and de Jonge (2017) Designing from Heritage
https://books.bk.tudelft.nl/press/catalog/book/isbn.9789461868022
Assessment Presentations will be held during the quarter.
A final presentation is at the end of the quarter. Products of drawings, texts, models and a project journal documenting the design
process are presented in a verbal presentation.
Period of Education Q4 - second quarter of the Spring semester
Concept Schedule Tuesday - Wednesday
participants
Page 45 of 1045
Course Coordinator Ir. E.J.G.C. van Dooren
Instructor Ir. E.J.G.C. van Dooren
Responsible for assignments Ir. E.J.G.C. van Dooren
Contact Hours / Week Eerste kwartaal 4 uur per week, 2e kwartaal 8 uur per week
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none
Course Language Dutch
Course Contents Learning to design is a mattter of doing and becoming aware what to do. Teaching designing is a matter of making the design
process explcit and training meaningful actions and skills. Both are main subject in this MSc 2.
The design process and the didactics of design are studied and practiced at the hand of a frame work of 5 generic elements.
Basically, designing is a process of experimentation (exploring and reflection), in a laboratory (sketching and modelling). The
designer has to address aspects in different domains (form, material, function and context), using common known and proved
knowledge (patterns and principles). In the end he or she comes up with a coherent meaningful, adequate elaborated design,
addressing the specific design situation at hand.
Be aware: course is in Dutch, because of the internship in the BSC first year
Specific for this course, the student is able to

demonstrate sufficient insight and knowledge of the didactics of design
Education Method In a number of short design projects, the design process will be done implicitly and studied explicitly. This may lead to insight
into generic design process actions and skills.
In a number of seminars the design process and the didactics of design will be studied.
In an internship (assistent teacher BSc first year) being a design teacher will be explored. The experiences will be discussed in
the gezel meester studio.
*) In case of specific circumstances, the internship can be replaced by other ways to explore design education
Assessment Assessment will be based on the results of the design projects and a short paper on design education.
Period of Education Q1 = seminars (5 ects)
Q2 = design project and internship BSc ON project(15 ects)
Concept Schedule Q1 = Friday afternoon
Q2 = Tuesday afternoon + Friday afternoon + internship
Page 46 of 1045
Course Coordinator J. Gosseye
Course Coordinator P.A. Koorstra
Responsible for assignments P.A. Koorstra
Contact Hours / Week 8 hours per week starting from week 4.1 and ending in week 4.10.
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Course Contents The course is an approved Architecture Design project under supervision of the department of Architecture. The course will be
executed by one of the disciplines of the track of architecture. The course makes it possible to develop and offer an unique and
experimental design and research project on MSc2 level.
Since every year the course will be organised by a different group the theme and methods will vary.
The final topic and content will be presented at a studio information meeting and described in the syllabus before the enrollment
starts.
- present a coherent, significant, elaborated, correct and innovative design - on mainline and on aspects on MSC 2 level.
- is able to demonstrate the appropriateness of the design with respect to the assignment
- conduct design research and research-by-design by using physical and/or digital models, digital and/or hand drawings as a tool
throughout the design process.
-collaborate and communicate by making active use of various methods to present the design in all its aspects; the architectural
composition, materialisation and integration of construction.
-is able to position the design within a particular theoretical, historical, social or contextual framework
Next to the general study objectives formulated by the Faculty, a specific description of the aims of the studios will be published
in the Studio Manual, to be distributed at the beginning of the course.
Education Method The design studio features individual and group tutorials, and study specific to the design project as well as several dedicated
thematic exercises,lectures and seminars that pertain to and inform the subject.
There will be weekly assistances in groups as well on individual basis.
Assessment Assessment will focus on the research and design work undertaken by the individual student within the set theme; the specific
research questions raised within; the specific design study that responds to those questions; the representation of that study in a
physical presentation made by the student.
Products: will be described in the syllabus which will be published at the beginning of the course
The project will be assessed on:

- the position that is formulated with regard to the brief and its context.
- the appropriateness of the intervention with respect to the assignment; the feasibility and translatability of the idea into a
physical manifestation.
- aesthetic and technical / functional qualities; the elaboration throughout the respective scales
- the quality of the presentation, the products and the argument.
- the consistency, coherence and development of the students work during his / her process
Remarks An Excursion can be part of the course; it will be announced at the presentation of the studio before the enrollment.
Education starts week 4.1, final presentation week 4.10

Leerstoel Department of Architecture
participants
participants
Page 47 of 1045
Expected prior knowledge .
Summary
starts.

Period of Education quarter 4
Concept Schedule Education starts week 4.1, final presentation week 4.10
participants
participants
Page 48 of 1045
Course Coordinator N.J. Amorim Mota
Instructor Prof.ir. D.E. van Gameren
Instructor N.J. Amorim Mota
Education Period 4
Start Education 4
Exam Period none
Expected prior knowledge It is expected that students have the knowledge from a master 1 design studio and the Building Engineering Studios (AR1A080).
It is also recommended to that students have been enrolled in the elective AR0107 Global Housing Studies.
Course Contents This design studio challenges students to find appropriate methods for the analysis and design in cultural contexts that are not
their own. Participants in the studio develop housing proposals that advance new possibilities to negotiate local cultures and
techniques on the one hand, and global developments on the other. Against this cross-cultural background, students are invited to
develop their own position and to find design strategies that take as key premise the development of adequate housing for
regions undergoing a process of rapid urbanization.
To support the development of the project, participants in this course develop spatial and situational analysis in the projects
location. Using a combination of different research methods, from design analysis to architectural ethnography, students
investigate local patterns of inhabitation, urban and building morphology and typology, interdependence between dwelling
characteristics and lifestyles, and negotiations between individual aspirations, collective welfare, and environmental protection.
The socio-spatial analysis is used to support the development of a project that critically addresses the challenging negotiation
between processes and narratives of globalization and situated practices.
Study Goals Upon completion of the design studio the student:
1. Produce analytical outputs that account the social, morphological, typological and environmental characteristics of a specific
dwelling environment.
2. Elaborate a problem statement and critical reflection on the challenges and opportunities associated with a specific urban
condition.
3. Formulate a design strategy for affordable housing in relation to the particular circumstances of a specific site and/or urban
condition in view of the framework of the sustainable development goals.
4. Design and develop an urban housing project based on a multi-scalar design strategy, articulating the design decisions from
the scale of the dwelling unit to the neighbourhood scale.
5. Design and develop adequate dwelling types taking into account the available resources, as well as the needs, aspirations and
lifestyle of an urban community.
6. Identify and explain the qualities of the proposed design in relation to a specific socio-political, economic and environmental
context.
7. Identify appropriate building techniques and construction systems to be employed in the design strategy and architectural
project.
8. Produce meaningful written, visual and physical outputs to communicate the design process and the project to peers and
experts.
Education Method The course is structured in three phases, based on education methods that comprise individual initiative and self-study, weekly
tutorial sessions, complemented with lectures and reviews by experts and peer-to-peer discussions within the studio.
In the first phase students are invited to join an excursion to the project's site and develop a multi-layered analysis of the site's
existing environmental situation, including fieldwork, desktop research, literature review, and analysis of precedents of housing
design in similar conditions. During the field trip excursion, the participants in this course will be invited to participate in a one-
week workshop, working in collaboration with local students, and attending lectures delivered by local researchers, educators
and experts.
In the second phase the students will attend tutorial sessions with the course instructor's and develop a problem statement,
followed by a proposal for a master plan. The masterplan plan should be based on a clear design hypothesis, which should entail
a coherent narrative framing the acquired knowledge into a design proposal for the project's site. The outcome of this phase will
be presented to the peers and reviewed by the course instructors.
In the third phase the tutorial sessions will be focused on supporting the students developing the architectural characterisation of
a significative part of the masterplan, including plans, sections, elevations and spatial-material relations showing the qualities of
the urban housing neighbourhood in relation to the site's socio-economic, cultural and environmental circumstances.
Course Relations The MSc2 Dwelling design studio 'Global Housing' is strongly related with the theme and contents developed in the elective
'Global Housing Studies' (AR0107).
Assessment Throughout the duration of the design studio, there will be regular moments for formative feedback (at every weekly tutorial
session), and at the end of each phase.
The summative feedback will be based on the deliverables presented at the end of each phase, as follows:
PHASE 1_Fieldwork / Contextual Research (Group work)

Analytical assignment: Research Report
Research report including a critical selection of the data collection and a graphic synthesis of the contextual analysis.
PHASE 2_
Writing assignment: Problem Statement (Group Work)
Practical exercise: Masterplan
The Masterplan should reflect the situational analysis addressed in the problem statement and establish the urban strategy for the
project's site.
PHASE 3_
Practical exercise: Housing Project (Individual Work)
The last phase of the course will be focused on the developed of a significant part of the masterplan, focusing on the architectural
characterisation of a residential building (or a group of residential buildings).
Writing assignment: Logbook (Individual Work)

At the end of the course, each student should hand in a Design Logbook, documenting the design process, as well as any other
relevant information relevant to the theme of the course.
The relative weight of each deliverable will be made known 1 week prior to the start of the course in Brightspace.
Page 49 of 1045
Remarks Participating in this studio requires a field trip to the project's site for approximately two weeks in the Spring semester (mid-
April/early-May). The cost of the field trip is approximately 1.000,00. Each participant in the studio should support this cost.
Period of Education The course is offered in the Spring semester, Q4
Concept Schedule Tuesday morning and Thursday afternoon

Course Coordinator Ir. S.S. Mandias
Instructor Ir. L.M.M. de Wit
Instructor D.H.G. Somers
Instructor Ir. S. Pietsch
Instructor Ir. S.S. Mandias
Education Period 4
Start Education 4
Exam Period none
Course Contents The Chair of Interiors Buildings Cities focuses on buildings and interiors that accommodate the different scales and gradations of
public life within the city, from the street to the public interior. It addresses the ways in which these can be situated in relation to
place, time and material culture. Each course in the programme refers to a particular building or interior type, acknowledging its
significance in the past and exploring its capacity for adjustment, adaptation or transformation in response to the needs of
contemporary society and culture.
The Salon of the MSc2 project refers to the tradition of the large public room, which receives and shapes the society of people
that it gathers. A society brought together not through proximity, but rather through discourse, in relation to shared interests.
Originally the salon was both a cultural phenomenon and a specific space within the European aristocratic home during the 17th
and 18th centuries. Mostly initiated by women (salonnières), they were social gatherings in which participants engaged in the art
of conversation, dedicated to the exchange of ideas and the pursuit of knowledge. This course considers the relevance of such a
notion in a contemporary setting. Students will design the structure and fabric of a contemporary space for conversation, in
response to an existing building and a specific community and site. The rooms scale and elaborated interior, structure the orders
and arrangements of the building in which it is set. It offers opportunities for both intimacy and publicness and, whether through
its physical relationship with the outside, or as a consequence of the conversations or events that it hosts, it engages the city.
Through a process of iterative drawing and large-scale physical modelling, supported by lectures, workshops and seminars,
students will design the structure and fabric of such an interior, responding to an existing building and including consideration of
its furnishing, relevant technical aspects, material finishes and the possibilities for its inhabitation.
Study Goals Upon completion of the MSc2 design project the student is able to:
analyse relevant precedents concerning their societal context, technical and material aspects and aspects of use.
develop a consistent and coherent design process, making informed and well-argued decisions, using appropriate analogue and
digital tools for drawing and model making, and respond to feedback from tutors and peers.
develop, on the basis of the brief (as specified in the studio manual), the given site and the precedent research, an architectural
idea for the project
On the basis of this idea, design a coherent, elaborated and integrated interior project in terms of technical aspects, material
aspects and aspects of use.
present the proposal in a clear and coherent way, both orally and by using appropriate analogue and digital tools for drawing and
model making.
Education Method The design studio features individual and group tutorials, as well as several dedicated thematic exercises, internal lectures and
seminars that pertain to and inform the subject.
Literature and Study to be announced upon beginning of the course.
Materials
Assessment The assessment of students work will be based on a project journal documenting the design process, and the visual and oral
presentations of the precedent analysis and the design proposal.
The project will be assessed on the basis of the following aspects:

the position that is formulated with regard to the brief and its wider context
appropriateness of the design with respect to the assignment and its translatability into a physical manifestation
the coherence, elaboration and integration of the final design
the quality of the presentation (visual and oral)
the consistency, coherence and development of the students work during the design process
Period of Education The project takes place in the second quarter of the spring semester.
Concept Schedule Different days
Leerstoel Interiors Buildings Cities
Page 50 of 1045
Course Coordinator Prof.ir. N.A. de Vries
Course Coordinator S. Corbo
Course Coordinator Ir. A.M.F. van Dam
Instructor Ir. A.M.F. van Dam
Instructor S. Corbo
Contact Hours / Week 112 hours per quarter
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Expected prior knowledge It is expected that students have the knowledge from a MSc 1 design course and the Building Engineering Studios (AR1A080).
Course Contents The Public Building Group investigates the future of public buildings and their role in the built environment, by developing new
spatial formulas, programmatic articulations, and building components. The work of the Public Building Group involves
reinventing past structures and questioning existing typologies through research and design as well as research by design.
The MSc2 Public Building Design Studio explores radical solutions for the public domain, investigated in a complex
perspective, based on the idea of multiplicity as a key factor of contemporary societies. The design assignment searches for
social, economic and environmental contexts, experiencing a transitional phase and deep transformation, highly characterized by
the presence of vacant buildings and waiting lands as a potential condition to fully exploit a new public reality. Those contexts
are therefore considered as resilient areas to work out. The design proposal focuses on solutions that support socially, culturally
and ecologically sustainable communities, in order to translate the urban environment challenges into an experimental
architecture. Within this studio, the main concern is on hybrid complexes where different functions and users coexist, embedded
with a wide range of spatial articulations, including living, working, leisure and culture, taking into consideration as well
different temporalities and property solutions. Student projects should relate any architectural proposal into the specificity of the
assigned urban setting.
Study Goals In order to achieve the expected results, students have to:
investigate the processes of adaptation and transformation of the given urban conditions, by constantly relating the human
aspects of the changing society to the urban effects of their actions;
elaborate multiple scenarios in order to envision their impact on the existing city, not underestimating the resistance to change
manifested by the multiple rules and norms to which the city conform itself;
formulate a compelling problem statement coherent with the expectation of a sustainable and energy efficient environment;
focus on the qualitative aspects of multiplicity in society and design;
develop radical solutions at spatial as well as structural level;
design an innovative architecture which can contribute to improve adaptability to climate change as well as productivity of
technical solutions, materials and building physics;
Represent space in its complex interpenetration of people, architectures, technologies, materials;
Confront questions of flexibility, growth and hybridization when developing a comprehensive design proposal.
Education Method The Studio is based on a Research-by-Design approach.
Between concept and design lies a creative process augmented by research, with design and research as intertwined and often
indistinguishable acts. Design and research simultaneously mean creating design loops, variants, reiterations, intersections,
impressions, and still progressing.
However, it is internally articulated into two collaborating phases.

In the first one, running up to Midterm presentation, students will be mostly involved in:
lectures
field trips
readings, writings and public discussion
experimental research
In the second one, until the final presentation, students will develop their skills further through:
specific exercises challenging innovative thinking
workshops assisted by the tutors
Literature and Study Literature and Study Materials will be made known one week prior to the start of the course in Brightspace.
Materials
Assessment The design proposal is individual. The assessment process implies:
in-class participation on a weekly base with public discussion of in-between results
Midterm and Final Reviews
Final marks will consider:

Critical analysis and the urban context (25%)
Design quality of the final proposal (55%)
Participation, collegiality, commitment (20%)
For more information, contact: P.A.M.Kuitenbrouwer@tudelft.nl
Period of Education Half semester (Q4)
Concept Schedule Studio tutorials on Friday
Leerstoel Public Building
participants
participants
Page 51 of 1045
Education Period 4
Start Education 4
Exam Period none
Expected prior knowledge As per MSc2 Faculty requirements:
It is expected that students have the knowledge from a MSC1 design studio course and the Building Engineering Studios
(AR1A080).
Affinity with architecture theory is desirable, but not required.

Course Contents The Architecture Theory Studio Agential Materialism is a design studio with a theory component that engages architecture as a
material-discursive practice, in which the conceptual and the non-conceptual (theory & design; thinking & making) are regarded
as fully agential and relational: they happen and emerge in the same space-time-matter continuum. In our studio we will
investigate conceptual terms such as matter, objects, things, bodies, as well as the notions of process, transformation, emergence
and agency, among many others, as a means to investigate their application and potential for architecture design. Our studio
explores the power of concepts as methods for practice, and experiments with the affective capacities of matter as fundamental in
the genesis of form.
The thematic and design assignments of our studio vary per year, but always depart from actions rather than programmatic or
functional prerequisites, foregrounding the potentials of architectural, technological, environmental, and spatial agencies
involved in the design process.
This studio is highly experimental and hands-on in regards to the material aspects of theory as practice. It welcomes students
who are inclined to explore unfamiliar (yet exciting) themes, raise interesting questions and architectural problems, and
experiment with ideas, concepts and methods to make their design practice and skills more meaningful.
demonstrate sufficient insight in and knowledge of the design process.
position a design project within a particular theoretical, historical, social or contextual framework.
Education Method This studio is taught with the aid of a set of mini-lectures & group discussions; short study-trip/excursion; design studio sessions
and studio-specific workshops.
Course Relations AR2AT031 (Architecture Theory Thesis Seminar) & AR2AT041 (Architecture and Philosophy Lecture Seminar)
Reader A course reader will be made available for the studio (varies per semester). Please consult syllabus in Brightspace.
Prerequisites MSc1 Studio accredited.
Assessment This design studio is assessed with:
midterm presentations (analysis: research, argument and conceptualization)

final design project presentations
studio report (multiple media are allowed)
Enrolment / Application Enrolment per Faculty regulations & periods. For queries contact the course coordinator.
Special Information Short field excursions or study trips may be programmed for this studio
Period of Education This course is taught only in Q4 of each academic year.
Concept Schedule Tuesday and Thursday morning / afternoon
participants
participants
Page 52 of 1045
Course Coordinator Dr.ir. M.G.H. Schoonderbeek
Course Coordinator S. Milani
Instructor Ir. F. Geerts
Instructor Ir. M.J. de Haas
Instructor Dr.ir. M.G.H. Schoonderbeek
Instructor S. Milani
Instructor O.R.G. Rommens
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Course Contents The MSc2 International Design Studio of Borders&Territories (B&T) will focus on the relation between architectural research
and architectural design. The studio will deal with the research topics of the B&T group, which can be summarized in the
following main components: (1) MEGA-MICROS, namely the relationship between the extremely large and small scale of
architecture; (2) NEW GROUND, investigating the relationship between new land reclamation projects and architecture; (3)
ZONES OF CONFLICT, investigating the entanglements of milieus created by conflicts of (soiled) substances.
The course consists of three parallel studios: in 2021-2022, one cantered in Prague, one in Hong Kong, and the last in Cyprus.
The locations will change in the 2022-2023 edition, while the research structure will remain unchanged.
In all locations, the studio will investigate and ultimately represent the extreme territorial/infrastructural transformations and the
emerging post-urban conditions in the form of experimental architectural design propositions. The course will examine these
environments to identify the basis for reassessing the operational qualities of architecture. More specifically, the Prague group
will develop a spatial strategy for the Strahov stadium district: a sport complex designed to host 250,000 guests (making it the
largest stadium in the world). The Hong Kong group will focus on new land production, a condition seen as the base for an
experimental design approach challenging the conventional relationship between territory and architecture. The third group will
work on a selected number of environmental situations in Cyprus. In this case, the practicality of architecture is probed as a
profound tool to interfere in these thick ecological surfaces.
The studios will be offered as cooperation with other universities and (when possible) kick-started by an on-site workshop. The
course will also offer a series of lectures on studio-related themes.
Study Goals Upon completion of the design studio, the student is able to convincingly present and discuss a coherent, significant, elaborated,
correct and innovative design proposal on mainline, and on aspects relevant to the MSc2 level.
Understand the relationship between architectural work and its context, as well as ways to relate (or implement) architectural
research findings to architectural construct.
Develop the ability to clarify a design project to others by means of images, spoken and written words.
The student is able to position the project within a particular theoretical, historical, social and contextual framework.
Education Method Group work (research and site analysis).
Excursion (TBC)
Lectures and workshops.
Pin-up collective presentations.
Individual consultation.
Independent design & self-study.
Assessment Studio attendance & participation.
Individual presentations & evaluations.
Mid-term (week 4.5) and final (week 4.10) reviews.
(Specific weeks & dates of the presentations may be subject to change according to the official academic calendar of the
university).
Assessment Scheme
- Design (70 %)
- Weekly development assignment/mid-term (10 %)
- Participation (attendance, initiative, in-class discussion) (10 %)
- Final Exam (Clarity of presentation) (10 %)
Period of Education Quarter (Fourth quarter - Q4)
Page 53 of 1045
Course Coordinator M. Triggianese
Instructor Prof.ir. C.H.C.F. Kaan
Instructor M. Triggianese
Instructor H. Smidihen
Instructor Dr. T.G. Vrachliotis
Responsible for assignments M. Triggianese
Contact Hours / Week 10-12h per week, starting from week 4.1 and ending in week 4.10
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Course Contents The MSc 2 design and research studio explores a specific theme with the aim of positioning the architectural project into a
broader social, cultural, political and economic context. In the last years, students have conducted thorough research including
data analysis and urban context analysis for a specific topic of global relevance. They were then asked to translate the outcomes
of research into an architectural and urban design proposal tackling several different scales in parallel: network, city, building
and interior. In 2023, and in the occasion of the CP 10 years anniversary, the aim of the studio is to reflect on the evolution of
design tools, methods and outputs in the architectural profession by looking back at the work produced by Complex Projects.
Based on this data students will speculate on the future of the architectural design, defining a projection they believe to be
realistic for the futures development. Intertwined with this they will also be visualizing the implications they believe Ai to have
on architectural design. To foster imagination, both conceptual and realistic representations of design and research are welcome.
Students are encouraged to present their work in a creative and original manner, from axonometric line drawings to mixed-media
collages. In co-creation with tutors and professionals, they will design and set up a physical and digital exhibition.
Study Goals Upon completion of MSc2 Complex Projects design and research studio, the student is able:
-to convincingly present and discuss a coherent, significant, elaborated, correct and innovative design proposal on mainline, and
-to position the project within a particular theoretical, historical, social or contextual framework;
-to understand the fundamental design process with regard to architectural theory, art, technology and human sciences;
-to demonstrate sufficient insight in and knowledge of the design process;
-to develop critical thinking while approaching a complex urban scenario; reflecting upon the relationships between analysis,
conceptualization, method and composition of a design proposal;
-to develop technical skills regarding the architectural drawing on different scales;
-to develop argumentation and graphic skills aiming to consolidate and strongly communicate a design narrative.
Education Method Tutorials in studio. Research will be conducted in thematic groups, design is either individual or in groups of max 2 students.
The studio includes seminars with lectures in the research phase.
Course Relations Chair of Complex Projects:
Complex Projects (CP) encourages students to explore an architecture of dialogue, one that is dialectic, inclusive and relational.
It does not content itself with the notion of architecture for architects, addressing purely an elite selection of connoisseurs and
making sense only within the bounds of its own field. It engages with reality to transform it from within. Architects develop
designs of buildings and spaces which are only constructed if they are regarded as useful and embraced by stakeholders.
Complex Projects explore how the normal can become both exceptional and useful, refrains from formal prejudice, and is
implicitly sustainable.
CP focus on architectural projects which are fully integrated designed buildings. Integrated design requires a process that is
highly complex and has a strong architectural guidance. In CP the objective is to engage this complexity with professional
knowledge, a set of skills and critical thinking. We ask students to be inquisitive and open minded.
Chair of Theory of Architecture and Digital Culture:

Theory of Architecture and Digital Culture critically explores the technological conditions under which architecture in the age of
global digital infrastructures emerges, from small to large scale and from everyday practice to the very big picture. The key
question for prospective architects at the beginning of the 21st century is: what does it mean to design in a society that seeks its
balance between Artificial intelligence and the datafication of all areas of life, increasingly rapid global migration, and urgent
environmental issues?
Theory of Architecture and Digital Culture faces the challenge of stimulating debate on this question intellectually, of deepening
it academically, and of contextualizing it historically.
Books Recommended Literature:
Krajewski, Markus (2018) The Server. A Media History from the Present to the Baroque. Yale University Press
Reader Reader (syllabus) with the studio programme, the basic literature and the weekly schedule will be provided prior to start studio
Assessment Students are assessed through Design examination and Oral examination, in a form of weekly pin-ups showing research
progress, arguments and concepts, organised in specific formats, as well as on the basis of the final products. The criteria for
assessment will be communicated in the studio Reader (syllabus). The midterm assessment will take place halfway through the
studio program (not graded), and the final assessment will be done at the end of the studio program (graded). Final presentation
consists of 1 collective research group booklet, 1 individual narrative and design explanatory digital presentation and 4 posters.
Special Information The locations of the Complex Projects MSc2 project can be in the Netherlands or abroad. Please contact the studio coordinator to
know this year's site visits. Students might consider additional costs for printing, travelling and accommodation, which could be
quantified between 50 - 150 euros per person, depending on location and possibilities.
Period of Education Quarter 4 (spring semester)

Concept Schedule Tuesday afternoons and Thursday mornings
participants
participants
Page 54 of 1045
Course Coordinator A.S. Alkan
Instructor A.S. Alkan
Instructor Ir. J.A. Kuijper
Instructor Ir. J.P.M. van Lierop
x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Expected prior knowledge It is expected that students have the knowledge from a MSc1 Design Studio.
Course Contents MSc2 "Intersections" studio considers experimenting as a central axis of architectural design investigation with a
multidisciplinary and intescalar approach within different geographical and territorial contexts. Sharing the same etymological
origin with the words experience and expert, the term experiment defines the investigative yet formative characteristics of
architectural design process. By geographical displacement, biennales and international workshops, Architectural Design
Crossovers MSc2 studio will provide a central theme to be renewed every semester.
The studio couples experiencing and experimenting within different geographical and territorial contexts to help the students
form expertise along their research and design interests. Therefore, the studio engages in critical design practices and their
theoretical and historical foundations with emphasis on process-based design inquiries. The studio guides the students to apply
research-oriented critical approaches to analyse and reflect upon design actions, positions, methods and outputs which starts
with, or leads to site-specific interventions across spatial and temporal scales.
Due to the nature of the studio, international collaboration and workshops and participation at architectural events are integral to
the studio. A relatively long educational excursion (7-10 days) with on-site workshops is part of the studio program. The
corresponding information is to be communicated at the introductory meetings and via Brightspace.
Study Goals Within / Upon completion of the MSc2 studio the students are able to:
- Recognise critical design approaches from/within other related fields;
- Use and develop experimental methods of investigation and synthesis;
- Define critical design position within the theme of the studio;
- Integrate relevant theoretical knowledge and practical skills into the design process;
- Reflect on the cross-disciplinary role of architecture within the wider discourse of the design field;
- Communicate and defend the architectural project through investigative and critical methods.
Education Method - Internal lectures and seminars
- On-site field study and workshops
- Individual and group tutorials
- Interim presentations and reviews
Literature and Study Literature and Study Materials will be made available on Brightspace one week prior to the start of the course.
Materials
Assessment - Design Examination
- Analytical Assignments
- Practical Exercises
The assessment takes into consideration not only the quality of the design work but also the process and the development of
appropriate design instruments for investigative and critical design research to be undertaken by the students.
The consistency in the ideation, projection and materialisation process is an integral component of the final evaluation.
The collective documentation of the fieldwork, investigations and the results will be compiled in the form of a portfolio and
book to be presented as part of the final exhibition.
More specifically, the assessment criteria for individual work are:

- the critical design position formulated by the student addressing the studio theme;
- elaboration of the project throughout the respective scales addressed;
- the coherence and quality of the presentation, the products and the argument.
Mid-term (week 4.4-4.5) and final review (week 4.10).

The actual review weeks may be subject to change in accordance with the academic calendar.
Elective Yes
Concept Schedule Tuesday morning and Thursday morning & afternoon
participants
participants
Page 55 of 1045
Instructor P.A. Koorstra
Instructor G. Coumans
Instructor Ir. M.G. Vink
Education Period 4
Start Education 4
Exam Period none
Course Contents The assignment is to design a small project in a Delta environment; a dynamic and natural surrounding on the border of water
and land.
The infinity of the location and the constant changing conditions invite to research the meaning of boundaries and the integration
of the landscape in the design. The experience of the specific and poetic qualities of this environment will be one of the explicit
themes in this course; the contradiction between the human scale and the unrestricted landscape, the influence of wind and tide,
the flora and fauna and the position of human within this often vulnerable ambience.
The role, impact and contribution of architecture in such places is part of the research in this assignment. More specific the
typology and manifestation of the architecture will be discussed and developed on the basis of the design proposals.
The ethics and aesthetics of architecture will be discussed regarding questions as; What are the necessary conditions for
architecture to give a satisfying contribution to this environment? Is it inevitable that architecture is a disturbing factor, can it
only be of temporary presence, or can architecture contribute to the appreciation and preservation of these kind of environments?
The project will be developed by using physical scale models, hand sketches and text during all the phases of the design process;
the analysis, design and presentation. The aim of this method is to stimulate the creative process by using the physical model and
drawing as a feedback and inspiration tool to develop the concept into a design.
present a coherent, significant, elaborated, correct and innovative design - on mainline and on aspects on MSC 2 level.
conduct design research and research-by-design by using physical models and hand drawings as a tool throughout the design
process.
collaborate and communicate by making active use of various scale models to present the design in all its aspects; the
architectural composition, materialisation and integration of construction.
The student will be able to communicate his/her contemplations and reflect on the role and position of the architect in this
assignment.
Education Method Lectures, seminars and design studio format. Weekly assistances in groups as well on individual basis.
Assessment Assesment on the basis of process, analysis, documentation and (re)presentation of the end result. A brief reflective statement of
max 450 words is part of the assesment.
Presentation will contain a variety of physical models, drawings, photographs and text.
The products should give a clear insight in spatial design, the construction and the relation and meaning of the design towards its
environment.
The student has achieved a sufficient result on scale 1 to 10 with 6, has the possibility to take a resit with a mark between 5 and 6
and failed with 4,9 or minor. Resit has to be completed within 2 weeks after completion the studio.
Special Information coordinator
Remarks An Excursion within the Netherlands is part of the course
A site visit will be part of the studio.
Period of Education Q4, 10 weeks, starting in week 4.1
Education starts week 4.1, final presentation week 4.11, week 4.10 no education
Leerstoel Formstudies
participants
participants
Page 56 of 1045
Course Coordinator Dr.ir. D. van den Heuvel
Instructor Ir. P.A.M. Kuitenbrouwer
Instructor Ir. O. Klijn
Instructor W.C. Yung
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Expected prior knowledge completed MSc1
Course Contents The Studio High-Rise Culture - offered by the section Form, Space and Type - seeks to address the ongoing urban densification
by developing new typologies that will inject our cities with vibrant urban spaces, open and accessible, diverse and future-proof.
Due to issues of sustainability, the current housing crisis and changing lifestyles there is an urgency to further densify our cities.
A new wave of high-rises is being constructed, not only in the high-speed urbanizing economies of Asia and Africa, but also in
the ageing cities on the European Continent.
But what could be a desirable mixed-use approach to this new moment in city construction? How can, in high-rise developments,
different housing typologies be combined with collective and public programs in order to have lively streets as well as the
possibility to create vertical neighbourhoods? What sort of city can we create with new vertical open forms, in which collective
spaces that invite chance encounter, as well as generous and protective interiors of your private apartment, are combined?
The studio comprises an integrated theory seminar, in which you will collectively read background literature, and will write a
position statement regarding your design project and the social issues relevant to the debates on high-rise typologies, city culture,
diversity and inclusion, and gentrification processes.
The section Form, Space and Type contains the chairs of Public Building, Dwelling and Form Studies. Regular tutoring in the
Studio High-Rise Culture is performed by Public Building and Dwelling. Form Studies will use the physical model as a research
tool to explore and discover the possibilities of explicit expression of high-rise buildings, their influence on the surrounding
space and buildings. Central themes are perception, composition and material expression.
The MSc2 Studio High-Rise Culture is curiosity-driven and combines speculative architectural design with experiments in urban
living. Exploratory workshops are combined with research assignments.
Study Goals Upon completion of the design studio, the student is able to:
convincingly present and discuss a coherent, significant, elaborated, correct and innovative design proposal in general, and on
aspects relevant to the MSc2 level;
perform critical comparative research that results in a clearly formulated design hypothesis;
demonstrate how urgent societal issues are addressed in the design project;
method and composition of a design proposal;
represent space in its complex interpenetration of people, architectures, technologies, materials:
confront questions of flexibility, growth and hybridization when developing a comprehensive design proposal.
Design studio format, lectures and workshops.

Materials
Products: will be described in the syllabus which will be published at the beginning of the course.

the position that is formulated with regard to the brief and its context;
the appropriateness of the intervention with respect to the assignment; the feasibility and translatability of the idea into a
physical manifestation;
aesthetic and technical/functional qualities; the elaboration throughout the respective scales;
the quality of the presentation, the products and the argument;
the consistency, coherence and development of the students work during his/her process.
Concept Schedule For this interdisciplinary design studio, full dedication throughout the week is required; designated days for studio tutorials,
workshops and seminars: to be fixed during AY 2022-2023.
Leerstoel Combined studio of the groups of Dwelling, Public Building and Form Studies
participants
participants
Page 57 of 1045
Course Coordinator J.A. Mejia Hernandez
Instructor A. Stanii
Instructor Dr. A. Sioli
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Expected prior knowledge It is expected that students have the knowledge from a master 1 design course.
Course Contents In sequence, the four design studios offered by the chair of Methods of Analysis and Imagination invite you to (a) examine and
test a series of instruments and methods for the analysis and design of the built environment (MSc1 Ways of Doing), (b)
confront those instruments and methods with those of other professions (MSc2 Transdisciplinary Encounters), and (c) develop
an individual architectural position based on your choice and use of distinct instruments and methods for architectural analysis
and practice (MSc3/4 Positions in Practice).
The MSc2 design studio Transdisciplinary Encounters offers a laboratory to examine the productive relations that can be
established between architecture and other disciplines. These may be artistic disciplines, providing instruments such as literary
description, choreography, montage and scenario writing, or disciplines from the lineup of social sciences, providing fieldwork
techniques related to social-spatial practices and user behavior.
The studio will allow you to experiment with various methods coming from the study of these disciplines in order to obtain
innovative instruments for the development of architectural analysis and imagination. Based on the definition of architecture as a
cognitive practice, trans-disciplinarity offers fresh insights and innovative viewpoints to appraise age-old architectural questions,
but it also provides valuable counter-hypotheses and criticism against architectural conventions and canons, challenging the
notion of disciplinary autonomy in the production of architectural knowledge.
Each semester, new collaborations are set up between the architectural profession and another selected discipline, as urged by the
location or offered through the research of the studio teachers.
Study Goals Upon completion of this course, you should be able to:
-Examine the nature and performance of one or more instruments and methods of the discipline(s) studied in the course.
-Evaluate the advantages of using concrete instruments and methods from the discipline(s) studied in the course for architectural
analysis and design.
-Analyze a given site through the use of selected instruments and methods from the discipline(s) studied in the course.
-Design an architectural project, elaborated in an innovative way on aspects relevant to the MSC2 level, using selected
instruments and methods from the discipline(s) studied in the course.
Education Method To examine the instruments and methods of the discipline(s) studied in the course you will be required to read selected material,
develop criteria to assess the nature and possibilities of those instruments and methods, and discuss them with your peers and
tutors in a series of thematically focused seminars and lectures. Analysis and design will be carried out through design studio
tutorials. If applicable, construction work will be carried out on site.
Assessment Students will receive a single individual grade for the presentation of the final results of their analysis and design, based on the
following criteria:
(a)a consistent relation between research/analysis and design/ synthesis
(b)the ability to obtain innovative instruments and methods for architectural analysis and design from the studied objects, and
from the trans-disciplinary perspective adopted by the studio
(c)the coherence that can be established between those innovative instruments and methods and the design strategies advanced as
a result of the studio
(d)a critical reading of, and the ability to adopt a position in relation to selected texts.
Page 58 of 1045
Course Coordinator Ir. E.I. Ronner
Course Coordinator Drs.ir. E.P.N. Schreurs
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Course Contents Msc2 material culture
Material culture pertains to the physical objects, resources and spaces that people make and use to define their culture. In the
context of climate change and the current carbon footprint impact of the building industry, the profession needs a radical and
fundamental shift in its building cultures. Architects can use their capacities as 'signifiers' to challenge the industry's building
conventions and develop material points of view that offer new solutions and trigger appropriate design motives. While theories
of new materialism suggest that the affordances of materials or what they enable should be the starting point for future design,
material culture theories add a notion of cultural continuity. The studio will merge both ideas in an assignment that will develop
new material attitudes and products from the study of existing examples. This will be done by creating and (as far as possible)
implementing elements and details that work from an enhanced understanding of material properties and their cultural values and
a meaningful integration of old and new. The precise brief and materials with which the studio will work are still under
development, but aims at refreshing conceived ideas while making your hands dirty.
Study Goals Upon completion of the course, students can:

1. Analyse existing examples of material applications, reflect on their their potential and architectural motives, and make them
applicable to current design challenges.
2. Integrate architectural ideas from theories of new materialism and material culture into an argued position that applies to the
design proposal.
3. Produce an elaborated design proposal that treats the different aspects of the assignment in a coherent way and presents the
work in with a critical attitude.
Education Method Excursion to relevant architectural projects and production places.
Group work and individual work in the studio
Independent design & self-study
Assessment All relevant studies and their presentation are assessed at the end of the semester. Assessment is in accordance with the study
goals.
Special Information The maximum marking period is 10 working days.
Concept Schedule Tuesday- and Friday afternoon
Page 59 of 1045
Year 2022/2023
MSc 3 and 4 Architecture and Dwelling
Page 60 of 1045
Year 2022/2023
Compulsory Choice MSc 3 and 4
Page 61 of 1045
Year 2022/2023
Advanced Housing Design
Page 62 of 1045
Instructor J.A. Mejia Hernandez
Instructor Prof.dr.ing. C.M. Hein
Education Period 1
3
Start Education 1
3
Exam Period none
Course Contents The AR3A010 Research Plan course aims to help MSc3/4 students to improve their critical and analytical skills necessary to
design a sound theoretical and methodological research framework through which to engage their graduation projects. The
course will help students reflect on the methodologies, theories and ethics of their graduation research while supporting them to
develop the necessary skills to successfully develop the research component of their individual graduation projects.
Students will learn to distinguish diverse methods and approaches for research in the field of architecture. They will learn how to
develop a research proposal, including a the development of a problem statement, the choice of appropriate methods and
developing a frame of reference, and a reflection on the relevance of their research. They will learn how to design and formulate
their research plan.
Study Goals Students will be able to
-Develop a research plan from inception to final report
-Discuss ethical questions of selected research methods
-Distinguish between qualitative, quantitative and speculative research and select appropriate tools
-Develop research questions and objectives to be capable of transposing their research trajectories and methods to relevant
design problems.
Education Method The course takes place in the first semester of the graduation studio (MSc3). The active sessions will be scheduled in the first
quarter, the self-study on the assignment take can continue with the studio research mentor in the second quarter, depending on
the research trajectory in the studio. In weeks 1, 2, and 3 of each semester, the course will offer Plenary Lectures offered by the
chairs of Methods, History, and Theory. These lectures will provide assistance in setting up a research plan, distinguishing
research methods in architecture, framing the work theoretically and historically, and formulating a problem statement.
In the following weeks, studio-based meetings are held in which the research approaches of each group are further explored. The
sessions will help the student to develop a draft of their Research Plan in advance of the studios P1 presentation. The final
Research Plan should be submitted latest 4 weeks before the P2.
Assessment - In week 4.5 the individual Research Plan (2000-2500 words) will be delivered to the Studio research mentor and the assigned
Research Plan instructor. The assessment teams are defined based upon the research connections between the studio and the
focus of the respective academic chairs of Methods, Theory and History.
-The research mentor and Research Plan instructor together set the grades (50%-50%) for the research plan based upon the
quality of the following aspects of the Research Plan:
Problem statement and research questions;
Definition of theoretical framework;
Methodological positioning and description of research methods;
Argument on relevance;
Bibliographical references;
Quality of writing;
Coherence and consistency of the Research Plan as a whole.
Page 63 of 1045
AR3AD100 Advanced Housing Design 55
Course Coordinator Ir. O. Klijn
Instructor Ir. F.M. van Andel
Instructor Dr. A.M. Kockelkorn
Responsible for assignments Ir. O. Klijn
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Course Contents There is an acute shortage of affordable and accessible dwellings in the Netherlands and a collectively acknowledged need to
build one million homes until 2035. The societal task of The Advanced Housing Design Studio however, is not just about
quantity or the architectural design of housing, but about a holistic understanding of dwelling as a social practice and of the city
as an ecology. The studio focuses on the interrelationship between inhabitants and the architectural solutions of the design
project and how this relation shifts within different territorial and governmental settings in The Netherlands.
The design assignment is a mid to large size residential complex or neighbourhood, combined with collective and public
functions depending on the specifics of the chosen location, displaying a variety of dwelling types for contemporary living. The
design must take a long-standing notion of sustainability into account and include all three registers of sustainability: social,
economic and ecological.
The studio adopts a multi-dimensional research approach based on comparative design analysis and literature study. From this
starting point, students develop an individual take on research which can include research methods from the fields of urban and
environmental studies, social, architectural and urban history and architectural and urban ethnography.
In a first phase of the studio, student collectively develop an urban analysis of the chosen site and discursive frame that delineate
what an urban ecosystem and an inclusive housing project can mean in the urban context of the global North and the
Netherlands. In parallel, students develop their your own specific angle of research and design approach based on the analysis of
two to four housing projects that are exemplary for their individual research and design theme. In the second phase of the course,
the design hypothesis is further developed in an iterative process between research insights and design decisions, taking the multi
-scalarity of dwelling and an ecology of living together into account.
Study Goals Upon completion of the course, the student is able to:
- design a mid to large size residential complex or neighbourhood (which responds to functional, cultural, structural, regulatory
and aesthetic demands);
- perform academic research (asking proper research questions, acquiring and implementing adequate research techniques and
using astute modes of reporting);
- establish a reciprocal relationship between research and design, and use the tools of academic research for the design process;
- reflect on the architectural profession, on academic research, on his/her own position in the field of architecture, on the
education she/he has received and on the ethical dimensions of architecture and academia.
Education Method Studio tutoring sessions, workshops, lectures.
Assessment Student work is assessed at P1 (ok or not ok) and at P2 (go or no-go) Only the assessment at P2 is decisive. Research and design
will be assessed separately.
Page 64 of 1045
Year 2022/2023
Global Housing
Page 65 of 1045
Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 66 of 1045
AR3AD105 Dwelling Graduation Studio: Global Housing 55
Instructor V. Grossman
Responsible for assignments N.J. Amorim Mota
Education Period 1
2
3
4
Start Education 1
Exam Period none
Summary This course addresses the global need for more adequate housing, focusing on alternative solutions to engage architects in design
processes that take into account a critical approach to the Sustainable Development Goals.
The studio aims to produce knowledge on architectural concepts, models and instruments to deal with territories facing the
challenge of rapid urban growth. The studio stimulates research on design approaches that explore alternative logics of
modernization for emerging urban territories. Participants will be stimulated to reconsider established modes of analysis and
intervention to support the emergence of urban welfare spaces; places of everyday wellbeing, commonality, conviviality,
comfort, security, health, social and environmental justice.
Course Contents The Global housing graduation studio explores alternative approaches to the design of affordable housing in urban conditions
characterized by rapid urban growth. The studio deals with the increasing cross-cultural character of contemporary architectural
practice and the disciplinary challenges associated with the perennial global housing crisis. Focusing on the current challenges in
low- and middle-income countries, participants in the studio are stimulated to critically review established modes of socio-spatial
analysis and housing design decision-making processes, to support the emergence of urban welfare spaces; places of everyday
wellbeing, commonality, conviviality, comfort, security, health, social and environmental justice.
In the first phase of this course, students develop a collective knowledge base, unpacking the complexities of the projects
context, as well as the particularities of mass housing design. The fieldwork in the projects site plays a key role in this phase,
allowing students to advance a design hypothesis supported by empirical evidence of vernacular social and spatial practices
collected through site surveys and ethnographic research. In the second phase, the design hypothesis is further developed and
elaborated to deliver a housing project that explores a multi-scalar articulation between the urban realm, the sphere of the
building, and the dwelling unit, considering a critical interrelation between social, economic and environmental factors.
Study Goals Upon completion of the course the student should be able to:
1. Elaborate a research plan, including problem statement, research question, goals and methodology;
2. Analyse the social and spatial practices of human settlements using transdisciplinary research tools and methods;
3. Communicate research outcomes using meaningful visual outputs and academic standards;
4. Synthesise processes of transformation of the natural and built environment using cross-disciplinary research methods to relate
social, economical, cultural and environmental factors;
5. Formulate a design hypothesis based on a critical assessment of the societal issues pertaining to the project's context, a
stakeholder's analysis and a programme of requirements;
6. Design a project for a housing complex, exploring a critical approach to the sustainable development goals, including the
definition of a wider urban approach, appropriate architectural engineering and construction systems, and adequate spatial
arrangements that cater for healthy and empowering livelihoods.
7. Produce meaningful visual and physical outputs to communicate an architectural project to an audience of experts;
8. Discuss the design principles of a housing project with other stakeholders.
Note: The outcome of the graduation project demonstrates the students ability to employ moral sensibility, analysis, creativity,
judgment, decision and argumentation skills regarding Architectural ethics and his/her future role as architect. The individual
graduation report should not only contain an elaboration regarding the Graduation Projects societal and disciplinary relevance,
but has to also address design ethics and the way in which intercultural issues were addressed in the graduation project.
Education Method The tutorial system is the main educational method used in this course. The tutorial sessions will be focused on integrating
research and design in the studio work.
Throughout the whole first semester the work for the course Global Housing Graduation Studio will comprise work developed in
group and individually. The fundamental research will be developed as team work, compiling a shared knowledge base focused
on the theme of the studio. The research plan, including problem statement and research question will be developed individually
and support the design hypothesis. In the second semester each student will develop the project individually.
The studio will have weekly tutorial sessions. Some of these sessions will include lectures and (peer-)review sessions. In the first
semester, a fieldtrip excursion to the project's site will be organised, and include a collaborative workshop with local students,
researchers, educators and experts.
Across the whole graduation studio, the course is organised in nine consecutive phases, as follows:
a) First semester:
Phase 1 _ Thematic Research: Concepts, Data Collection and Mapping
Phase 2 _ Field Trip / Fieldwork
Phase 3 _ Research Report: Contextual Analysis and Problem Statement
Phase 4 _ Design Hypothesis
P2 Go-No Go
b) Second semester:
Phase 5 _ Environmental Sustainability / Materiality
Phase 6 _ Social and Economic Sustainability: Stakeholder Analysis
Phase 7 _ Program and Typology
Phase 8 _ Layout and Composition: Final Synthesis
P4 Go-No Go
Phase 9 _ Communication and Presentation of the Results
P5 Final Public Presentation
Literature and Study Abrams, Charles. Mans Struggle for Shelter in an Urbanizing World. Cambridge, Massachusetts: M.I.T. Press, 1964.
Materials
Bhan, Gautam. Notes on a Southern Urban Practice. Environment and Urbanization (31-2), 2019, 639-654.
Bredenoord, Jan, Paul Van Lindert, and Peer Smets, eds. Affordable Housing in the Urban Global South: Seeking Sustainable
Solutions. Abingdon, Oxon: Routledge, 2014.
Burdett, Ricky and Philipp Rode, eds. Shaping Cities in an Urban Age. London: Phaidon, 2018.
Page 67 of 1045
Caldeira, Teresa. Peripheral Urbanization: Autoconstruction, transversal logics, and politics in cities of the global south.
Environment and Planning D: Society and Space 35-1, 2017, 3-20.
Gadanho, Pedro, ed. Uneven Growth: Tactical Urbanisms for Expanding Megacities. New York, NY: The Museum of Modern
Art, New York, 2014.
Gameren, Dick van, Frederique van Andel, and Pierijn van der Putt, eds. Global Housing: Affordable Dwellings for Growing
Cities. DASH, 12/13. Rotterdam: NAi 010 Publishers, 2015.
Glendinning, Miles. Mass Housing, Modern Architecture and State Power a Global History. London: Bloomsbury, 2021.
Grossman, Vanessa and Ciro Miguel. Everyday Matters: Contemporary Approaches to Architecture. Berlin: Ruby Press, 2022.
Marcuse, Peter and David Madden. In Defense of Housing: The Politics of the Crisis. London and New York, Verso, 2016.
Medrano, Leandro Medrano, Luiz Recamán and Tom Avermaete, eds. The New Urban Condition: Criticism and Theory from
Architecture and Urbanism. Routledge, 2021.
Mehrotra, Rahul, ed. Shaping Cities: Emerging Models of Planning Practice. Hatje Cantz, 2017.
Mota, Nelson, and Dick van Gameren. Affordable Housing and Sustainable Development: A Tale of Two Systems. The
Architectural Review, April 2016.
Mota, Nelson and Yael Allweil, eds. The Architecture of Housing after the Neoliberal Turn, Footprint 24. Prinsebeek: JapSam
Books, 2019.
Saunders, Doug. Arrival City: How the Largest Migration in History Is Reshaping Our World. New York: Pantheon Books,
2010.
Salet, Willem, Camila D'Ottaviano, Stan Majoor and Daniël Bossuyt, eds. The Self-Build Experience: Institutionalisation, Place-
Making and City Building. Policy Press: 2021.
Sennett, Richard. Building and Dwelling. Ethics for the City. Penguin Books, 2018.
Tipple, Graham, and Kenneth G. Tipple. Housing the Poor in the Developing World. London and New York: Routledge, 2003.
Urban, Florian. Tower and Slab: Histories of Global Mass Housing. Oxon and New York: Routledge, 2013.
Wakely, Patrick. Housing in Developing Cities: Experience and Lessons. Abingdon, Oxon: Routledge, 2018.
More specific literature and Study Materials will be made known 1 week prior to the start of the course
in Brightspace.
Assessment In the course of the graduation process two obligatory progress reviews (P1 and P3) and three formal assessments (P2, P4 and
P5) take place. The P1 and the P2 are part of the Master 3 program and P3, P4 and P5 take place within the Master 4.
Evaluation 1 (P1) - Compulsory progress review

Goal: Assess whether the students working method and progress guarantee he / she will be able to meet the requirements for the
P2 in time.
Evaluation 2 (P2) - Formal assessment
Goal: Completion of Master 3; assessment students admission to Master 4; the base for passing the P2 should be that the belief is
that the student can graduate in the se-mester following the P2 period with a satisfactory result.
Evaluation 3 (P3) - Compulsory progress review
Goal: Survey whether the students working method and progress guarantee he or she will be able to meet the requirements for
the P4 in time.
Evaluation 4 (P4) - Formal assessment
Goal: Assessment whether content of academic fields and presentation meet the requirements to admit the student to the final
public presentation (P5).
Evaluation 5 (P5) - Public final presentation
Goal: Public final presentation and assessment graduation project.
Students will receive marks at the P5 for the following aspects;

- Architecture design - Building Technology - Research - Presentation - Final Mark.
The assessment of Design and Research during the different evaluation moments will be based on the EMMA rubric and focus
on the following criteria:
-Coherence: internal consistency, integration, essence, concept
-Significance: ethical, socio-cultural and/or scientific relevance, value, meaning
-Elaboration: extensiveness, degree of detail of all aspects
-Correctness: accuracy, efficacy, and evidence-based
-Innovativeness: personal interpretation, creativity, new, unexpected, unique situation
-Knowledge and know-how: effective study and use, processing of precedents and principles
-Exploration: openness, discovering and investigation, analysis and testing
-Reflection: careful consideration, evaluation, effects, comparing and positioning
- Presentation: clarity, intelligibility, reflection and being engaged by it as a listener or a reader.
Remarks The participants in this graduation studio will be encouraged to join a field trip to the site of the assignment during Q2. The cost
of the field trip is approximately 1.000,00 (return flight and accommodation for 2 weeks). Each participant in the studio should
support this cost.
During the field trip excursion, participants in this studio will join seminars with local housing experts and workshops with local
students and faculty.
Period of Education Autumn Semester (Phases 1, 2, 3, 4) and Spring Semester (Phases 5, 6, 7, 8)
Page 68 of 1045
Year 2022/2023
Designing for Care
Page 69 of 1045
Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 70 of 1045
AR3AD110 Dwelling Graduation Studio: Designing for Care in an Inclusive 55
Environment
Instructor Dr.ir. B.M. Jurgenhake
Instructor Ir. F.M. van Andel
Responsible for assignments Dr.ir. B.M. Jurgenhake
Education Period 1
2
3
4
Start Education 1
Exam Period none
Course Contents We are, now more than ever, aware of the role of our everyday (built) environment on our health and quality of life. It is clear
that health (besides illness) has never been discussed as much as in the last years. We are facing an aging society which has
certain implications for our living environment. The theme of care, residential care and neighborhood care will be very important
for the next 20 years. In addition, prevention and health promotion also appear to be crucial. But how do we design for quality of
life for everyone? Students will think about new concepts in which everybody may live, and which suit the (care needing) people
as well as others. Students will discuss health promotive architecture and how to make health- and care friendly living
environments. They will design a project that is dedicated to the specific topic of health and care in our living environment, they
may focus on new care home concepts like homes for elderly, for children and (young) adults with mental health issues, or short-
term care needs (patient hotel). Or they may focus on other health/care related building typologies that are part of the network
for care, such as primary care center, hospice, cancer support center or healthy neighborhoods.
The project can be a design as part of a transformation with new additions, or a design of a new building on a location in The
Netherlands. Only after consultation with the coordinator it may be allowed to choose a design site in another country.
Each year we try to closely work together with the target group themselves. Next to this participatory contacts we collaborate
with a housing associations or other involved parties. The design is accompanied/preceded by research and literature study of the
specific topic of the studio. Research will be done in our studio and will feed the design. An important part of the research is the
understanding, preparation and practice of human centered research. Interdisciplinary research (a combination of anthropological
and architectural research with observation, participation and/or interviews) will be the base of the research work and
complemented by literature. Some of the research may be performed in teams.
Study Goals Upon completion of the course the student should be able to:
1. Evaluate the results of the research and the analytical study to formulate a critical reflection on the design assignment;
2. Translate research results to design
3. Formulate and apply strategies for a healthy and inclusive living environment, meaning a community in which all groups of
our society can live according their demands
4. Compose and present a problem statement;
5. Formulate a design hypothesis;
6. Identify appropriate building techniques and construction systems to be employed in the design proposal;
7. Produce meaningful visual and physical outputs to communicate the project to an audience of experts;
8. Discuss the design principles of a housing project with other stakeholders.
The graduation report demonstrates the students ability to employ moral sensibility, observation methods and analysis, creativity,
judgment, decision and argumentation skills regarding architectural ethics and his/her future role as architect. The individual
graduation report should not only contain an elaboration regarding the Graduation Projects societal and disciplinary relevance,
but has to also address design ethics and the way in which interdisciplinary and intercultural issues were addressed in the
graduation project.
Education Method In the first half of the semester studio work is devoted to the research part, partly done in small groups with individual additions,
and the first individual design concept. In the second part of the semester, after the P1 presentation, emphasis will shift to the
design. Research conclusions will now be translated to design guidelines. Concepts will be tested, among others by making
models and by discussions with the tutors. The P2 presentation concludes the MSc 3 which involves the completed research
report inclusive the conclusions of the research, a masterplan on neighborhood level, and a preliminary design concept of the
building.
Assessment Examination is done with oral presentations and written paper, research report and a graduation report.
The assessment of the work developed by the students will be determined by the following criteria:
1. Personal Development: Ability to self-reflect on the personal motivations to work on the assignment, capacity to elaborate a
realistic planning, and demonstration of the awareness to evaluate his/her own strengths and weaknesses.
2. Research and Analysis: Ability to identify and interpret relevant information out of the research and of source material used to
support the development of the design assignment.
3. Architectural Project: Ability to experiment, test and project concepts, processes, forms and materials demonstrating technical
competence.
4. Materialization and Technology: Ability to articulate knowledge on the architecture discipline with other building technology,
materials and construction processes.
5. Communication: Ability to create meaningful oral, written and visual communication, prepared using appropriate conventions
and media.
6. Process: Demonstration of a critical attitude to the design assignment and ability to work collaboratively and independently
within the main standards of the architecture profession.
7. Interdisciplinary Research: Ability to work with research methods, common in the field of anthropological and social research,
like observation and interviews and combine them with the more visual methods of architectural research.
Results:
Study Plan with Problem Statement, Goal and Method description;
Research Report, made individually or in small groups;
Site assignment analysis report (group- or individual work, depending on the choice of the site);
Design Proposal, including design program;
All elements are integrated into an individual Graduation Report.
Period of Education Fall semester 2022/23
Maximum number of no limitation
participants
Page 71 of 1045
Year 2022/2023
FSA
Page 72 of 1045
Year 2022/2023
MSc 1 FSA
Page 73 of 1045
Education Period 1
Start Education 1
Exam Period none
Page 74 of 1045
x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 75 of 1045
Education Period 1
2
Start Education 1
Exam Period none
inspiration.
MSc 1 level.
studio.
Page 76 of 1045
AR1FO010 Form, Structure and Aesthetics 10
Course Coordinator G. Coumans
Responsible for assignments G. Coumans
Education Period 1
2
Start Education 1
Exam Period none
Expected prior knowledge BSc
Course Contents The central question in the studio is how aesthetical values can be achieved as a result of the integrated design process. Taking a
stand in the discussion evoked by this question will help to understand the role of the architect in a rapidly changing
environment.
In the debate about sustainability we see a consensus about the need for integration of sustainable solutions in architecture.
Doing research by design, inspired by the available sustainable solutions seems to be the best preparation for the near future.
Students will be guided in experimenting with specific technical solutions with a focus on aesthetics.
The main topics of the Studio:

The expression of structure and detail in architecture
The aesthetical design consequences of sustainable solutions in
architecture
We are looking for a formal expression, directly related to a clear guiding theme. The structure or construction and the detail are
part of this expression. Sometimes they can even become the guiding theme. At least the desired expression and technical
solutions will have a direct link to the proportions and materialisation. How can we use our intuition to integrate this into the
design?
The Form, Structure & Aesthetics Studio focusses on designing a culturally oriented building in the Netherlands. The design is
accompanied and preceded by research based on analysis. Design work is done individually, while some of the research will be
performed in teams.
present a coherent, significant, elaborated, correct and innovative design - on mainline and on aspects from a medium sized
building on MSC 1 level.
use and construct physical models, hand drawings and digital models to represent and research specific design themes.
understand and practice the concept of the integrated architectural design.
document and reflect on the design process and outcome.
Education Method Design Studio format with weekly assistances starting week 1. Workshops and/or seminars will be part of the studio.
Analysis are made in groups, design individualy.
Assessment Assessment based on process, analysis, documentation and final presentation. The final assessment is as a presentation of visual
representations of the project and a project dossier. The dossier will combine a documentation of the design process and a written
reflection.. The final grade will be rounded to half or whole points.
The maximum marking period is 10 working days.

The studio is not available for MSc 2 students.

Period of Education Semester, asssistance hours approx. 96, self-study hours approx. 184.
Concept Schedule Week 1.1 ethics workshop monday morning (Mandatory)
Week 1.1 Start Studio
Week 1.8 Mid-term Presentation
Week 2.8 Final Presentation
Leerstoel Form & Modelling Studies

participants
participants
Course Code AR1FO010
Page 77 of 1045
Year 2022/2023
Page 78 of 1045
x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 79 of 1045
Year 2022/2023
MSc 2 FSA
Page 80 of 1045
Year 2022/2023
Compulsory Choice
Page 81 of 1045
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 82 of 1045
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 83 of 1045
Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 84 of 1045
Year 2022/2023
25 ECTS Electives
electives.
Page 85 of 1045
Year 2022/2023
Page 86 of 1045
AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 87 of 1045



MSC 2 level.

March 2008
Springer,
Page 88 of 1045
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 89 of 1045
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 90 of 1045
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 91 of 1045
x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 92 of 1045
participants
participants
Page 93 of 1045
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 94 of 1045
Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 95 of 1045
Education Period 4
Start Education 4
Exam Period none
Page 96 of 1045
Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 97 of 1045
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 98 of 1045
Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 99 of 1045
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 100 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 101 of 1045

Summary
starts.

participants
participants
Page 102 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 103 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 104 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 105 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 106 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 107 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 108 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 109 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 110 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 111 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 112 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 113 of 1045

Year 2022/2023
ADC
Page 114 of 1045

Year 2022/2023
MSc1 ADC
Page 115 of 1045

Education Period 1
Start Education 1
Exam Period none
Page 116 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 117 of 1045

Education Period 1
2
Start Education 1
Exam Period none
inspiration.
MSc 1 level.
studio.
Page 118 of 1045

Instructor Ir. S. Steenbruggen
Instructor Ir. C.M. Calis
Instructor Ir. A.M.R. van der Meij
Responsible for assignments A.S. Alkan
Contact Hours / Week 8 hours/week (1.1-1.8 & 2.1-2.8)
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Course Contents Architectural Design Crossovers MSc1 studio is structured as an introduction to the study programs ambitions within the larger
framework of a multi-disciplinary approach.
The project sites and scopes within the studio intersect not only disciplinary boundaries but also provide a temporal and material
widening of the scope of the architectural project.
We consider the built environment the accumulation of not only social, economic, cultural and political layers but also an
intersection of environmental sources and flows. In this respect, the studio scans and investigates the built environment within
the European context, where potential sites are inquired for architectural constructs of cultural, technological, and material
synthesis. Shaped through intensive material and immaterial flows, these sites become both the object of study and also help the
students define the "crossover" themes to be explored. Therefore, the studio promotes exploratory and speculative approach with
grounded understanding of precedents and carefully selected cases.
Combined with the on-site survey data, the collective research serves the students with critical standpoints for their individual
design work.
An educational excursion (3-5 days) with an on-site workshop is part of the studio program.
The expenses for the excursion should be around ±250. The corresponding information is to be communicated at the first
meeting of the semester.
Study Goals Upon completion of the MSc1 studio the students are able to:
- Analyze, evaluate and pursue a range of technical, programmatic, theoretical, historical and professional implications toward
the final design proposal.
- Integrate theoretical knowledge and practical skills into their design process.
- Reflect on the cross-disciplinary role of architecture within the wider discourse of the design field.
- Design and present a coherent, significant, elaborated, correct and innovative proposal for a medium sized building on MSc1-
level.
- Pre-design research & precedent studies
- Site survey and fieldwork (Excursion)
- Individual and group tutorials & workshops
- Presentation and reviews
Materials
The collective documentation of the fieldwork, investigations and the results will be compiled in the form of a portfolio to be
presented as part of the final review.
The assessment criteria for the individual work are:

- the position formulated by the student addressing the studio theme;
- the consistency of the design process, the outcome and awareness of it;
- the detail and quality of the architectural project combining the research and the contextual data;
- the fitness (relevance and significance) of the project with respect to the assignment;
- the elaboration level of the project throughout the respective scales addressed;
- the coherence and quality of the architectural position/argument, presentation, and the products.
Mid-term review (1.8)

Final review (2.8)
Remarks The Architecture Design Studios and Building Engineering Studios (AR1A080) are integrated and taught during the 1st and 2nd
quarter. Both studios form one coherent whole and architecture and building engineering tutors will collaborate closely. Only
the 1st quarter and Building Engineering Studio in the 2nd quarter. These two Architecture Design Studios are not integrated
with Building Engineering Studio.
Period of Education Q1, Q2
Concept Schedule Tuesday morning & afternoon
participants
participants
Course evaluation See: http://kwaliteitszorg.bk.tudelft.nl/
Page 119 of 1045

Year 2022/2023
Page 120 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 121 of 1045

Year 2022/2023
MSc 2 ADC
Page 122 of 1045

Year 2022/2023
Compulsory Choice
Page 123 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 124 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 125 of 1045

Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 126 of 1045

Year 2022/2023
25 ECTS Electives
electives.
Page 127 of 1045

Year 2022/2023
Page 128 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 129 of 1045




MSC 2 level.

March 2008
Springer,
Page 130 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 131 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 132 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 133 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 134 of 1045

participants
participants
Page 135 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 136 of 1045

Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 137 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 138 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 139 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 140 of 1045

Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 141 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 142 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 143 of 1045

Summary
starts.

participants
participants
Page 144 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 145 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 146 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 147 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 148 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 149 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 150 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 151 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 152 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 153 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 154 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 155 of 1045

Year 2022/2023
MSc 3 and 4 ADC
Page 156 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 157 of 1045

AR3DC100 Architectural Design Crossovers Graduation Studio 55
Instructor Dr.ir. R. Cavallo
Instructor Ir. S. Steenbruggen
Instructor Ir. A.M.R. van der Meij
x/x/x/x 8 hours/week (2.6-2.10, 3.1-3.10, 4.1-4.10)
Education Period 1
2
3
4
Start Education 1
Exam Period none
Course Contents The Architectural Design Crossovers graduation studio perceives the heterogeneity as the pervasive urban condition in the
contemporary European cities, which cannot be addressed with the conventional disciplinary division in the design field.
Therefore, the studio starts with issue-based lectures and seminars to reach beyond the problem oriented design solutions. In the
studio, we consider the architectural project not only a synthesis of (im)material requirements of build-ing practices but also
place it at the focus of an interdisciplinary framework with an emphasis on multi-modal design research.
In the studio and the seminars, the students develop an in-depth analysis of the context at different levels. Working on the
different site conditions (networked/layered) the students are asked to challenge the disciplinary conventions, methodologies and
approaches in a wider social, environmental or cultural context. Embracing the inherent complexities and conflicts, the studio
embraces a careful curation of different modes of design representation. From spatial/morphological mapping practices to time-
based analysis of urban transects, the students adopt appropriate design media pertaining to the scope and definition of their
project. The subjects of study in the studio will start with the synthetic analysis of a complex phenomenon to investigate the site
as a networked/layered entity.
Next to design and seminar research, the studio will be complemented by master classes involving experts from related (design)
fields in which the themes, practices, experiences and positions closely related to the subject matter will be openly debated with
the contribution of the students.
In Spring semester (MSc4) the studio elaborates on the design concepts and schemes developed during the Fall semester (MSc3)
aiming at the final resolution of the graduation project that complies with the graduation and assessment criteria defined by the
Board of Examiners.
More detailed information (i.e. literature, precedents, schedule) for the course will be provided in the course syllabus.
For questions or more information please contact the course coordinator.
Study Goals By completing the course the students are able to:
- Define their design position addressing pressing issues specific to the project site
- Conduct in-depth research and analysis of the context, design brief and spatial program
- Analyse, assess and develop the technical and programmatic requirements relevant to the design position
- Use techniques and instruments for corresponding their design proposal
- Synthesise analytical findings into relevant spatial/architectural questions
- Demonstrate self awareness and insight about their design process and position with regard to historical, theoretical, cultural
contexts
- Synthesise analytical design findings into a comprehensive research report

- Develop individually a design proposal integrating aesthetic, technical and functional requirements of the proposed program
- Present the process and the project integrally to the specialists within related fields and to a non-specialist audience
- Communicate and defend complex design ideas through verbal, visual and written media to both specialist and non-specialist
audiences
- Integrate the relevant technical and material aspects into architectural design considering building techniques and technology
- Reflect on the the design and building practices, methods and technologies in a broader social, environmental and cultural
context
- Demonstrate awareness of material and energy flows pertaining to the specific solutions in the proposal
- Present the technical aspects of the design process and the final result in a clear and systematic way in the form of drawings,
words, texts and schemes
- Defend complex design position and solutions through verbal, visual and written media publicly
Education Method In coordination with the Research Seminar (4 hours/week 1.1-2.5)) Research Plan lectures and tutorials (AR3AP010) in weeks
1.1-1.8
Issue-based pre-design research

Site survey and related fieldwork
Collective and individual research report
Presentations and reviews
Until the mid-term review (P1), the students will work in groups that will be complemented with individual exercises as part of
the seminar and tutorial classes.
Course Relations Research Plan (AR3010)
Materials
Reader To be provided at the start of the semester
Assessment - Design Examination (See below P1-P5)
- Writing Assignment (Research Plan & Research Paper)
Page 158 of 1045

(P1) Interim mid-term evaluation (week 1.10)
(P2) Go-No go assessment (weeks 2.9/2.10)
(P3) Progress review (week 3.8/3.10)
(P4) Go-No go assessment (week 4.4/4.5)
(P5) Public final presentation and diploma ceremony (week 4.9/4.10)
P2 is a Go-No go examination that determines the students ability to to proceed to the final part of the studio.
P4 is a Go-No go examination that determines the student's ability to proceed to the public graduation presentation and ceremony
(P5).
All the criteria for the evaluation are explained in the graduation manual and will determine the final mark obtained for the entire
graduation studio.
Period of Education Q1, Q2, Q3, Q4
Concept Schedule Tuesday morning (seminar)
Friday morning & afternoon (studio)
participants
participants
Page 159 of 1045

Year 2022/2023
AE
Page 160 of 1045

Year 2022/2023
MSc 1 AE
Page 161 of 1045

Education Period 1
Start Education 1
Exam Period none
Page 162 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 163 of 1045

Education Period 1
2
Start Education 1
Exam Period none
inspiration.
MSc 1 level.
studio.
Page 164 of 1045

AR1AE011 EXTREME architecture 10
Instructor E.W.M. Hehenkamp
Instructor Ir.arch. G. Koskamp
Instructor Ir. M. van Driel
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Course Contents The project is about building in an extreme situation, with respect to climate, location and function. Essence is the interaction
answers', towards the articulation of the form which is based on the integration of aesthetic and technology.
In the end, the student is able to understand technical solutions, to reflect on them, to applicate them and to transform them. And
MSC 1 level.

In the end the student is able to design a healthy coherent building in extreme conditions with a focus on technical and
architectural solutions: the student is able to apply, reflect and transform principles concerning climate, construction, structure
and architecture.
once per week.
Page 165 of 1045

Year 2022/2023
Page 166 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 167 of 1045

Year 2022/2023
MSc2 AE
Page 168 of 1045

Year 2022/2023
Compulsory Choice
Page 169 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 170 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 171 of 1045

Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 172 of 1045

Year 2022/2023
25 ECTS Electives
electives.
Page 173 of 1045

Year 2022/2023
Page 174 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 175 of 1045




MSC 2 level.

March 2008
Springer,
Page 176 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 177 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 178 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 179 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 180 of 1045

participants
participants
Page 181 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 182 of 1045

Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 183 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 184 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 185 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 186 of 1045

Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 187 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 188 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 189 of 1045

Summary
starts.

participants
participants
Page 190 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 191 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 192 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 193 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 194 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 195 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 196 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 197 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 198 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 199 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 200 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 201 of 1045

Year 2022/2023
MSc 3 and 4 AE
Page 202 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 203 of 1045

AR3AE100 Architectural Engineering Graduation Studio 55
Course Coordinator Ir. M.J. Smit
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Course Contents Climate change, resource depletion, urbanization, pandemics and economic instability face architects with new challenges; the
need for carbon neutral buildings and nature inclusive neighborhoods, the lack of affordable housing, changing requirements for
the existing building stock and infrastructure, etc. How can our living environment be improved whilst dealing with these
challenges? What are suitable technical innovations and how can they be integrated within the architectural design? And how
can transitional design and engineering strategies be organized in a socially responsible and equitable way?
Specific focus areas of aE Studio are amongst others circularity, climate design, urban ecology, digital / robotic manufacturing,
product design, material research, building physics, structural mechanics and computational modelling.
Architectural Engineering encourages students to explore their role as architects in facing todays challenges. Under the guidance
of a team of enthusiastic design tutors and together with various stakeholders, students search for innovative technical solutions
for diverse problems in various contexts in both the Netherlands and abroad (i.e. Indonesia and the Caribbean). The three main
research by design domains promoted by Architectural Engineering are Make, Flow and Stock. Each domain requires a different
approach and relates to very diverse research and design questions. As for example:
oHow to guarantee nature inclusiveness within the architectural design?

oHow to develop new building systems and methods for reusable and renewable materials?
oHow to design demountable buildings and reusable building components for a circular economy?
oHow to integrate digital manufacturing techniques in the design process of buildings?
oHow to integrate energy production and smart management in the built environment?
oHow to (re)design the existing building stock in a sustainable way?
oHow to responsibly integrate infrastructure in the built environment?
oHow to integrate water, waste- and food flows in architectural design?
oHow to design healthy living conditions (f.e. dwellings) in an increasingly polluted environment?
Study Goals AE graduating students achieve the following study goals:
oStudents are able to set up an accurate project definition (problem definition, objectives, research questions, methods, planning,
etc.).
oStudents are able to incorporate a relevant technical research topic in their overall design question.
oStudents are able to incorporate specific technical knowledge in their architectural design.
oStudents develop skills in architectural design satisfying aesthetic as well as technical and functional requirements.
oStudents develop insights in and knowledge of the design process with regard to methods for research and design
oStudents are able to clearly and coherently present the project through the use of adequate means.
oStudents are able to reflect upon their research and design process and the related products.
oStudents are able to position themselves in the field of architecture and understand which role they can have within society as
an architect.
During the master 3 & 4 the complexity of the architectural design increases, leading to an optimal level
required for architectural practice.
The graduation report (combination of graduation products) demonstrates the students ability to employ moral sensibility,
analysis, creativity, judgment, decision and argumentation skills regarding architectural ethics and his/her future role as architect.
The graduation products (research plan - AR3A010, research paper, reflection paper, design output, etc) should not only contain
an elaboration regarding the graduation projects societal and disciplinary relevance, but also have to address design ethics and
the way in which intercultural issues were addressed in the graduation project.
Education Method aE Studio is characterized by the strong connection between technical research and architectural design. Within the MSc3
students will be guided by an architecture (first tutor) and a research tutor (third tutor), whom they will meet every week to
discuss the progress of their projects. A diverse network of internal and external experts guide our students as research tutors.
Within the MSc4 a building technology tutor will be added to the team.
Within the Architectural Engineering Graduation Studio students define their individual graduation assignment, related to
different selected contexts, societal challenges and technical topics. Based on various thematic assignments aE Studio organizes
collective table meetings and presentations to discuss and reflect on each others projects.
Assessment Within the MSc3 examination takes place through P1 (midterm) and P2 (final) presentations. Deliverables at the P2 are a
graduation plan (for details see the Graduation Manual), research plan (part of AR3A010 course) and the aE Studio Research
paper, which should at least have a grade 6 at the P2 for a Go towards the MSc4. After successfully finishing the MSc3 studio,
the student will enroll in the MSc4 studio devoted to the elaboration of the design project. Within the MSc4 examination takes
place through P3-, P4- and P5-presentations and a written Reflection Paper (see Graduation Manual).
Period of Education MSc3 + MSc4
Page 204 of 1045

Year 2022/2023
A&PB
Page 205 of 1045

Year 2022/2023
MSc 1 Architecture and Public Building
Page 206 of 1045

Education Period 1
Start Education 1
Exam Period none
Page 207 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 208 of 1045

Education Period 1
2
Start Education 1
Exam Period none
inspiration.
MSc 1 level.
studio.
Page 209 of 1045

AR1AP012 Public Building Design Studio 10
Instructor S. Corbo
Responsible for assignments Ir. A.M.F. van Dam
Contact Hours / Week 96 hours per semester
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
The MSc1 Public Building Design Studio explores the exceptional urban and cultural transformations within one of European
urban areas. The specific conditions of the contemporary metropolis serve as point of departure for the design of a mixed-use
public building that is centered on social, cultural and technical innovation. The continuous urban transformation of a complex
urban framework offers therefore the context for the emergence of new usage types of public buildings that can act as catalysts
for the further development of their environment. In that respect, urban densification plays a crucial role. The studio is developed
in close collaboration with the Building Engineering Studio, that runs parallel to this course. Therefore, the resulting architecture
shall pay attention to sustainability, energy efficiency, adaptability to climate change and, on a more general level, to the main
challenges prompted by the ecological transition and the digital agenda pursued by EU.
Study Goals Students are expected to:
develop a design position with respect to the specific urban conditions and reflect on a coherent design strategy;
relate the assigned functional program to a coherent architectural concept and to construction as well;
learn to comprehend the potential of the public realm in its complex and heterogeneous terms via multiplicity, density, and
hybridization;
present a coherent, significant, elaborated, correct and innovative design (overall and in aspects) of a medium-sized public
building, where energy efficiency, adaptability to climate change and circularity in architecture coalesce;
introduce properties that make architectural interventions less singular in function, but more productive, more transformative
and resilient;
guarantee a final result where technical and spatial aspects are mutually related and explicitly integrated;
confront the complexity of existing architectural structures, by investigating spatial, technological, and constructive aspects;
represent space in its complex interpenetration of people, architectures, technologies, materials.
Architectural Design Studio (AR1AP012) and the Building Engineering Studio (AR1A080) are integrated, working together, to
guarantee the full development of the proposal.
Each of them runs parallel activities, aiming at the same results. They encompass:
lectures
public discussions
field investigations
formal and material design-oriented assignments in drawing and modelling, preliminary to the main project
readings and writings
They are integrated and taught during the semester.
The first quarter, students work mostly in teams in order to fully exploit the potential of the assignment at an urban scale. After
the midterm presentation, students are asked to develop part of the shared proposal on an individual basis.
Course Relations AR1A080 Building Engineering Studio

Materials
Assessment The design proposal is individual. Architecture and Building Technology have specific marks. The assessment process implies:

Remarks The Architectural Design Studio (AR1AP012) and the Building Engineering Studio (AR1A080) are integrated and taught during
the first and second quarter and form a coherent whole.
Period of Education Fall Semester (Q1-Q2)
participants
participants
Page 210 of 1045

Year 2022/2023
Page 211 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 212 of 1045

Year 2022/2023
MSc 2 AP
Page 213 of 1045

Year 2022/2023
Compulsory Choice
Page 214 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 215 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 216 of 1045

Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 217 of 1045

Year 2022/2023
25 ECTS Electives
electives.
Page 218 of 1045

Year 2022/2023
Page 219 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 220 of 1045




MSC 2 level.

March 2008
Springer,
Page 221 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 222 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 223 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 224 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 225 of 1045

participants
participants
Page 226 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 227 of 1045

Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 228 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 229 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 230 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 231 of 1045

Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 232 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 233 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 234 of 1045

Summary
starts.

participants
participants
Page 235 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 236 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 237 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 238 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 239 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 240 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 241 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 242 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 243 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 244 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 245 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 246 of 1045

Year 2022/2023
MSc 3 and 4 Architecture and Public Building
Page 247 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 248 of 1045

AR3AP100 Public Building Graduation Studio 55
Instructor S. Lee
Instructor Ir. H.J. Bultstra
Instructor S. Corbo
Responsible for assignments Ir. P.A.M. Kuitenbrouwer
Contact Hours / Week X/X/X/X
x/x/x/x
Education Period 1
2
3
4
Start Education 1
3
Exam Period 1
2
4
The Graduation Studio aims to produce future proof designs that are sustainable, and investigates the possibilities of design
thinking in a world where the definition of what an architect is and does, ceaselessly shifts.
Architectural designs will be made for culture, health, education, work and leisure influenced by contemporary contexts, sites
and conditions. Each year, the studio focuses on a specific, and for the above representative, topic or combination of topics.
Research-by-Design will occupy the core to the students individual development of the studio project throughout the MSc3 and
MSc4 periods. The design of the project starts with conceptual frameworks, driven by ambitions against which the ultimate
result has to be tested. The student will formulate these ambitions early in the process in an individual Design Manifesto.
The Studio adopts multiplicity as crucial property of architecture and its elements. Multiplicity endows built environment with
more conducive, transformative, and resilient qualities. Public architecture should respond to and accommodate todays needs
while anticipating the future. Within the course of research by design, multiplicity provides conceptual tools for creating new
places, buildings, and building elements; reinvents conventions, and questions the present toward the future. Building
Technology will be treated as an inseparable part of this process.
Study Goals The student is able to present a coherent, significant, elaborated, correct and innovative design of a (hybrid) public building,
complex or space - on main issues and on aspects to a level fit for the architectural practice. This, showing an attained
understanding of the design process with regard to architectural history and architectural theory, art, building technology, human
sciences, environmental aspects and sustainability, digitalization, climate control and the materialization of buildings and
interiors.
In research seminars (individual/groups) and design studios (individual) students learn to reflect on the needs of the
contemporary society, develop architectural positions and learn design techniques to translate their concepts into buildable
spatial solutions. It consists of a series of literature reviews, tutorials, site visits, and pre-design analysis, leading to schematic
design.
The Studio takes two semesters of full-time study. Semester 1 consists of research by design that merge Project Design, Theory
Research, and Delineation Research. They relate to analysis and collection of data, pre-design, site studies, and schematic design.
As a part of Project Design, tutorials on Building Technology will be included.
Building on the preceding semester, Semester 2 includes design development, materialization, and building technologies,
emphasizing sustainability.
Theory Research
Intellectual discourse is inherent to an architects work. For centuries, seminal architects not only produced inspiring built work,
but also influenced the discipline through intellectual written work. Theory Research consists of themes, discourses, typologies,
and locales, and encourages coherent design thinking and reflection. Research in theory augments Project Design in various
ways and enriches design outcome. Theoretical research ranges from science, engineering, history, and theory of architecture and
related disciplines.
In combination with Research Plan (AR3A010), the Theory Research assignment focuses on historical and theoretical contents
specifically tailored for Project Design to build upon. It is designed to provide more precise and critical focus on Project Design.
As part of the Studios work, each student contributes to research as a whole while maintaining specificity of his/her own
individual motives, interests, and approaches.
Delineation Research
Delineation Research bridges between Project Design and Theory Research through instruments, techniques, and media of
architectural expression and representation. It is a thinking by drawing approach, which gives priority to the power of
imagination in order to boost the design potential. In that respect, it focuses on potentials in different modes of expression and
representation specific to architecture. Architectural media (sketches, drawings, models, etc.) tread beyond only being
instrumental to construction. They extend architects thinking and conceptualization and open new frontiers that may otherwise
be closed.
Delineation Research addresses various topics and modalities in the design process from ideation to materialization in visionary
and canonical projects. It also deals with instruments, techniques, and media toward individual Project Design in order to
articulate conceptual narratives and technical skills.
Course Relations AR3A010 Research Plan

Literature and Study Literature and study materials will be made known one week prior to the start of the course in Brightspace.
Materials
Page 249 of 1045

Assessment The assessment of the work developed by the students will take place during the Design Examinations, in the form of:
1.Oral examination
2.Design examination: drawings and images, compiled in presentation posters, scale model(s), material samples, etc.
3.Writing assignment and analytical assignment: Research-by-Design Journal
Criteria are:
a.Ability to identify a relevant topic vis-á-vis the design assignment;
b.Ability to research the topic both from a present-day point of view as from a historical perspective;
c.Ability to identify and interpret relevant information or source material and use it to support the development of the design
assignment;
d.Ability to experiment, test and project concepts, processes, forms and materials demonstrating technical competence;
e.Ability to self-reflect on the personal motivations to work on the assignment, capacity to elaborate a realistic planning, and
demonstration of the awareness to evaluate his/her own strengths and weaknesses;
f.Ability to create meaningful oral, written and visual communication, prepared using appropriate conventions and media;
g.Demonstration of a critical attitude to the design assignment and ability to work collaboratively and independently within the
main standards of the architecture profession.
For the final grade compound, we refer to the Graduation Manual, Master of Science Architecture, Urbanism and Building
Sciences, Academic Year 2022-2023:
The final grade is the average, or may deviate from the average depending on the extent to which the whole does (or not) exceed
the sum of its parts, or due other exceptional qualities of the work.
Special Information The Public Building MSc Graduation Studio may require at least one excursion to the project site for the study and information
gathering field work. Since this location will be in the Netherlands, only reasonable expenses for transport are expected, all
within the applicable Covid-19 measures at the time.
The maximum marking period is 10 work days.
Period of Education Two semesters (Q1-Q2-Q3-Q4)
Concept Schedule Studio tutorials on Thursday
Global setup in phases:
Phase 1 (in semester 1) up to P1

The foundation for the individual project.
Within the overall framework of the assignment, the student formulates her or his ambitions by developing the Design Manifesto
and determines the thematic research and analysis toward the individual design framework.
In small groups the overall framework of the assignment is analyzed through site-research and a site visit, and together a site
model is produced.
Individually the student works towards (a) Spatial Diagram(s) that explain(s) the relations between program, site specific
conditions, technical possibilities and so on, within the individual design framework.
The work is conducted and guided in Project Design, Theory Research, Delineation Research, and Building Technology
Research to be thoroughly compiled in the Research by Design Journal.
Result (individual): P1 Presentation and Research by Design Journal

The Spatial Diagram is developed to architectural concept design
The Concept Design for the individual project is made and elaborated upon. The concept design shows the architectural potential
and the ambition of the project within the boundaries of the individual design framework. It offers possibilities that can be
assessed and shows the direction in which the design can be developed.
The Concept Design is a result of, or fed by the research by design.
The student produces her or his Graduation Plan with the design objectives for Msc4.
Result (individual): P2 presentation of Concept Design, Research by Design Journal, Graduation Plan

From Concept Design to Preliminary Design
Phase 4 (in semester 2) up to P4 & P5

Final Design Awarded Diploma
participants
participants
Course evaluation For the course evaluation see: http://kwaliteitszorg.bk.tudelft.nl/
Page 250 of 1045

Year 2022/2023
CP
Page 251 of 1045

Year 2022/2023
MSc 1 CP
Page 252 of 1045

Education Period 1
Start Education 1
Exam Period none
Page 253 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 254 of 1045

Education Period 1
2
Start Education 1
Exam Period none
inspiration.
MSc 1 level.
studio.
Page 255 of 1045

AR1CP011 Complex Projects Design Studio 10
Course Coordinator Y. Zhang
Instructor Ir. E.H. Gramsbergen
Instructor Y. Söylev
Instructor Y. Zhang
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Required for MSc 2
Expected prior knowledge BSc completed
Course Contents As an introduction to Complex Projects, the MSc1 design studio called Dutch Change" focuses on the Netherlands ground. By
getting familiar with the Dutch environment, the MSc students will learn to understand the complex system behind buildings and
establish a connection between building design and process improvement.
Within the studio, students will be guided to discover different changes in the Netherlands and their spatial impact on different
scales. During the design process, students will explore new architectural concepts and building types and they will build up a
narrative supporting the architectural design proposal. By identifying and making decisions on the balance between what
changes and what remains in Dutch architecture, students will be challenged to explore both the tradition of Dutch planning and
building culture. In the end, students will do an architectural design project in a Dutch city.
Study Goals Upon completion of the MSc1 Complex Projects studio trajectory:
- The student will be able to present a coherent, significant, elaborated, correct and innovative design - on mainline and on
aspects from a medium-sized building on MSC 1 level.
- The student will be able to be aware of the connection between history and urban context and use architectural instruments to
respond to new challenges.
- The students will be able to work both with a group and independently, to coordinate different opinion and formalize an
efficient design process.
Study Goals continuation Upon completion of the MSc1, 2, 3 & 4 studio trajectory the student:
Has developed the skills in architectural design satisfying both aesthetic and technical/functional requirements. During the
trajectory the complexity of the architectural design increases leading to a level fit for architectural practice.
During this trajectory, skills are acquired to increasingly incorporate an understanding of the design process attained with regard
to architectural history and architectural theory, art, technology, and human sciences.
Additionally, skills are acquired to incorporate an understanding of the design process attained with regard to the relationship
between buildings, spaces and societys needs, including environmental aspects.
During MSc1, 2, 3 & 4 process skills are acquired to incorporate insights in and knowledge of the design process attained with
regard to methods of investigation and designing.
Together with the training with regard to aspects of building technology, during the MSc1, 2, 3 & 4 process skills are acquired
to incorporate an understanding of the design process with regard to structural design, the materialization of buildings, comfort,
and climate control.
Education Method Tutorial once a week.
Tutorials in group, supported by lectures, field trip, self study and group work.
Students will be work in groups.
Building Engineering Studio is integrated.
Course Relations Chair Ambition
The Chair of Complex Projects (CP) investigates settlements around the world that are embedded in the process of globalisation
with different urban conditions: as core or peripheral, dynamic or stagnant, traditional or without history. The development of
these areas is often guided by strategic planning approaches and driven by market forces. In this context, we are interested in the
contemporary realities that affect our profession. Students and teachers are encouraged to look critically at their surroundings; to
gather, organise and question the complex forces that ultimately manifest themselves into our built environment.
Complex Projects results are the fruit of collective work. The teachers assume no author or hierarchy, as Jurgen Habermas once
wrote, In the process of an enlightenment there can only be participants"; this is an essential part of our approach. Together with
the students, teachers are in search of a method to develop critical thinking and problem solving, in addition to the traditional
tools of our trade.
Wagenaar, Cor (2011) Town Planning in the Netherlands since 1800: Responses to Enlightenment. Ideas and Geopolitical
Realities, Rotterdam: 010 Publishers
Barbieri, U., van Duin, L. (2003) Hundred Years Of Dutch Architecture, A: Trends, Highlights, SUN NAi Publishers.
Additional literature and study material will be made known one week prior to the start of the course in Brightspace.
Reader Reader (syllabus) with the studio programme, the basic literature and the weekly schedule will be provided prior to the start of
the studio
Assessment Assessment
The assessment in use consists of two parts:
Analytical assignment for the research phase and design examination of the design phase. Example of end products: research
report and presentation, design drawings, representation and presentation.
The proportion of different assessments will be described in the syllabus.
Evaluation
Evaluations will be based on the overall performance within the studio. The students performance will be determined by the
quality of his/her work, commitment, teamwork, effort and improvement over the entire course of the semester. Concrete aspects
for evaluation are; research work, argument formulation, translation argument into the concept, urban plan, architectural design,
presentation.
Remarks The Architecture Design Studio (AR1CP011) and Building Engineering Studios (AR1A080) are integrated and taught during the
1st and 2nd quarter. Both studios form one coherent whole and architecture and building engineering teachers will collaborate
closely.
Period of Education Quarter 1-2 (fall semester)
Concept schedule: Tuesdays morning
participants
Page 256 of 1045

participants
Page 257 of 1045

Year 2022/2023
Page 258 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 259 of 1045

Year 2022/2023
MSc 2 CP
Page 260 of 1045

Year 2022/2023
Compulsory Choice
Page 261 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 262 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 263 of 1045

Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 264 of 1045

Year 2022/2023
25 ECTS Electives
electives.
Page 265 of 1045

Year 2022/2023
Page 266 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 267 of 1045




MSC 2 level.

March 2008
Springer,
Page 268 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 269 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 270 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 271 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 272 of 1045

participants
participants
Page 273 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 274 of 1045

Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 275 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 276 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 277 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 278 of 1045

Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 279 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 280 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 281 of 1045

Summary
starts.

participants
participants
Page 282 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 283 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 284 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 285 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 286 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 287 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 288 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 289 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 290 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 291 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 292 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 293 of 1045

Year 2022/2023
MSc 3 and 4 CP
Page 294 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 295 of 1045

AR3CP100 Complex Projects Graduation Studio 55
Course Coordinator H. Smidihen
Course Coordinator Prof.ir. C.H.C.F. Kaan
Instructor Dr. O. Caso
Responsible for assignments Ir. J.M. van Zalingen
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Course Contents In the graduation studio, all elements of the building and design will be seamlessly integrated into a clear and coherent project
that touches on all the design challenges, from analysis and problem statement, through building concept and urban
implementation, all the way to materialisation and critical details. The assignment for the MSc3 CP Graduation Studio will be to
develop a design brief: a clear design assignment based on the narrative generated by the research of globally relevant topics, and
analyses of given urban contexts. During the MSc4, the design brief will be answered by an architectural proposal which will be
developed into a clear and comprehensive architectural design to scale 1:5. The architectural design proposal needs to have a
strong relation with the research and urban strategy made during MSc3.
Study Goals The complex projects graduation programme consists of two connected semesters: MSc3 & MSc4. Successfully completed
courses from previous semesters, (MSc1 & MSc2) are a precondition for the successful start of the graduation.
In the first semesters, MSc3, the students focus on the research, design investigation, and the thorough understanding of all the
elements that are rendering the given context. The final goal of the semester is to transform personal fascination and research
conclusions into a clear design task. The design task should be formulated as a design brief, in which design assignment,
program, site and ambition of the project are clearly stated. Upon completion of the first semester, students will be required to
provide an answer to the previously defined design brief in a form of a design proposal. During the development of the design,
students need to keep a strong link to the previous research, as well as to the group work and to the overall site vision. The
graduation ends with the final presentation of the design proposal, linked together in a group strategy.
Graduated students should develop the skills in architectural design to satisfy both aesthetic and functional requirements.
Additionally, skills related to understanding of the design process attained with regard to the relation between buildings, spaces
and societys needs, including environmental aspects will be developed. Together with the training on building technology,
students will be able to incorporate an understanding of the design process with regards to structural design, materialisation of
buildings, comfort and climate control.
The final graduation thesis demonstrates the students ability to employ analysis, creativity, judgment, decision and
argumentation skills regarding architectural ethics and the students future role as an architect. The individual graduation thesis
should not only contain an elaboration regarding the Graduation Projects societal and disciplinary relevance, but has to also
address design ethics and the way in which intercultural issues were addressed in the graduation project.
Education Method The main methodology in Complex Projects is to develop each students organised and structured approach to the design process.
Students are confronted with the very rigorously defined design schedule, and at the same time rather complex and demanding
design assignment. By following the given structure, students will learn how to deal with complex design assignments, how to
process and organise a large amount of data, how to meet deadlines and prioritise workflow. Work process, consistency &
quality of weekly development will have influence on the final result. Students will be encouraged to record progress and
development of the work and use it in the final narrative as well as in the argumentation of the design.
Product based design development is a design method being used in Complex Projects. By having strictly defined deliverables,
within the dense schedule, students are encouraged to constantly produce whilst developing a design in parallel. In this way, the
design progress and the final products are much more integrated, but even more importantly deliverables are used as a mean to
develop, explore and test the design. The goal is to continually refine the methods of representing, presenting and
communicating the urban and architectural work. The student should explore methods of presentation, storytelling and design
documentation.
Group work, collaboration and collective deliverables are strongly promoted in Complex Projects. Through practising group
work, students learn how to discuss, how to divide work and how to make compromises. Development of communication skills,
constant usage of different communication mediums (sketches, models, presentations, reports...) is becoming more and more
important in the architectural profession. Furthermore, constant communication, updates and sharing of information are
becoming a medium to develop and progress design. One of the central group deliverables is a collective research book - a
medium to develop a research part of the graduation. This book will be continuously updated throughout the year and will show
the creative and analytic process of the group. Next to the research, students will be encouraged to investigate spatial aspects of
the design questions through making large urban models. Those models will be used throughout the whole graduation to
facilitate discussions, group presentations and design ideas.
Assessment The assessment of the studio will be based on the individual performance of each student combined with involvement and result
of the group work. The students performance will be determined by the quality of his or her work, their commitment, effort and
improvement over the entire course of the semester. The final evaluation will be based on the performance throughout the whole
year as well as the final result.
During the first MSc3 semester of graduation, there will be in total four presentation moments. The first presentation (P0.5) is an
informal group presentation, where initial findings regarding graduation assignments are shared, presented and discussed. The
second assessment (P1.0) is a formal presentation where students have to present their individual graduation plan and their
research topic. The third presentation (P1.5) is informal, which is focusing on group work and development of the links between
individual work of students, connecting them into the group strategy. The first semester ends with P2.0, a formal presentation
which is go-no go review where the students continuation to MSc4 is decided upon. The evaluation of the result will be based on
the performance of the student throughout the semester, the collaborative group work and the final presentation. In the final
presentation, the design assignment needs to be presented in the form of a design brief, with a clearly formulated design question
and a determined program, size and location for the project.
After completion of the first semester, students will be required to continue developing their project further through the Msc4,
and focus on the structure, materialization, comfort and climate control of the building. During MSc4, there will also be four
presentation moments. The first presentation (P2.5) has and informal character and focuses mostly on presentation of the urban
strategy and concept of the design. The second presentation (P3) is when students are asked to present preliminary design of their
proposals. In this moment functional and programmatic aspects of the design should be developed and frozen. P4 is the main
presentation of MSc4, where students receive another go-no go. In P4 a complete design should be presented, including
Page 296 of 1045

materialization, structure, climate and façade design. After P4, students have several weeks to polish the design, create visuals
and models for final presentation, P5.
Period of Education Complex Projects graduation consists of the two semesters. First semester, MSc3 is focusing on the research, analyses of the
context, and the search for the thesis topic. Second semester, MSc4 is more dealing with the design, and providing design
answers to created tasks in MSc3.
Both semesters are divided in four phases, each of them lasting for five weeks. At the end of each phase the group pin-up, and
individual presentation are organized. Complex Projects graduation starts in both the fall and spring semester.
Page 297 of 1045

Year 2022/2023
MAI
Page 298 of 1045

Year 2022/2023
MSc 1 MAI
Page 299 of 1045

Education Period 1
Start Education 1
Exam Period none
Page 300 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 301 of 1045

Education Period 1
2
Start Education 1
Exam Period none
inspiration.
MSc 1 level.
studio.
Page 302 of 1045

AR1MET011 Ways of Doing 10
Instructor Ir. P.H.M. Jennen
Instructor H.E. Dale
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
The MSc1 design studio Ways of Doing develops the skills and knowledge required to utilize different instruments and methods
for the analysis and imagination of built environments in post-industrial areas of the Low Lands. These areas are often
dominated by large installations, factories, warehouses, artists workshops and offices in different conditions and use, and present
architects with challenging social and spatial dilemmas. The studio explores different modes of architectural analysis and
imagination as means to confront those conditions.
In the first part of the studio you will assemble and develop your own analytical toolbox through a series of assignments focused
on specific instruments and methods from the architectural discipline, such as walking, counter/soft-mapping, orthographic
sections, exploded views, urban narratives, writing, modelling/making. Meticulous readings of the context will be confronted
with critical questioning, play, experiment and creation, used to evaluate the spatial, social and political layers of the context, its
atmosphere, infrastructure, and public space.
Based on your analytical findings, the second part of the studio will be dedicated to the definition of sites, programs, purposes
and design strategies for the development of design proposals adequate to the MSc1 level. Based on your project you will be
requested to develop a final reflection on the nature and potential of different ways of analyzing and imagining the built
environment, and their relation with the different instruments and methods of the architectural discipline.
-Analyze a given context using different instruments and methods of architectural representation.
-Synthesize your analytical findings into a design proposal.
-Design a coherent, correct and significant design for a medium sized building, elaborated in an innovative way on aspects
relevant to the MSC 1 level.
-Develop two or more technical aspects of your design through multiple representations.
-Reflect on the professional, intellectual and ethical consequences of using different instruments and methods of the architectural
discipline for the analysis of a given context and the development of an architectural design, including its technical aspects.
Education Method To achieve the above mentioned learning objectives, in the first part of the studio you will analyze various layers of a selected
context in groups, by using different instruments and methods of architectural representation innovatively and creatively. Your
analysis will be supported by a series of thematic workshops on materialities, typologies, atmospheres and meaning, which will
help you synthesize and make sense of your findings by reflecting and discussing selected literature to position yourselves within
existing theories.
During the second part of the studio you will assemble a toolbox with the methods you have used, and formulate a project
proposal based on, and therefore consistent with your research findings. The development of your proposal into a complete
design will be supported by weekly studio tutorials, where you will also conduct small analytical/synthetic exercises to develop
technical aspects of your design, at the level of the detail, materiality, building physics, etc.
The final presentation of your design will include a reflection on your use of distinct instruments and methods for analysis and
imagination, or on the different ways of doing architecture that are possible in the given context.
Assessment A formative (not graded) mid-term review will evaluate your ability to discern the possibilities and limits of selected instruments
and methods of architectural representation for the analysis of a given context, and to synthesize your analytical findings to
define a site, and purpose and formal strategy for intervention;
A final summative (graded) presentation will evaluate the clarity and coherence with which your design is able to respond to
concrete spatial and social analytical findings and the different layers that make up the selected context. Your use of related
plans, sections, elevations, details and different kinds of rendering, together with evidence of sufficient analytical and design
skills, will be evaluated together with evidence of a (self)critical attitude which can be discussed, developed and assessed on
intellectual and disciplinary basis.
quarter. Both studios form one coherent whole and architecture and building engineering teachers will collaborate closely.
External critics are invited to the studio at reviews and introductions to workshops regularly.
Page 303 of 1045

Year 2022/2023
Page 304 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 305 of 1045

Year 2022/2023
MSc 2 MET
Page 306 of 1045

Year 2022/2023
Compulsory Choice
Page 307 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 308 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 309 of 1045

Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 310 of 1045

Year 2022/2023
25 ECTS Electives
electives.
Page 311 of 1045

Year 2022/2023
Page 312 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 313 of 1045




MSC 2 level.

March 2008
Springer,
Page 314 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 315 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 316 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 317 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 318 of 1045

participants
participants
Page 319 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 320 of 1045

Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 321 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 322 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 323 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 324 of 1045

Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 325 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 326 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 327 of 1045

Summary
starts.

participants
participants
Page 328 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 329 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 330 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 331 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 332 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 333 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 334 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 335 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 336 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 337 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 338 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 339 of 1045

Year 2022/2023
MSc 3 and 4 MA
Page 340 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 341 of 1045

AR3MET105 A Matter of Scale 55
Instructor Prof.dr.ir. K.M. Havik
Instructor Ir. W.W.L.M. Wilms Floet
Instructor Ir. P.H.M. Jennen
Contact Hours / Week Contact Hours: 8 hours per week
x/x/x/x
Education Period 1
2
3
4
Start Education 1
Exam Period none
Expected prior knowledge - you can design a complete architectural project, including its technical aspects, independently.
- you can communicate your architectural ideas via multiple representations, including (but not limited to) technical drawings
and scale models.
In this graduation studio you will develop the knowledge and skills required to bring together architectural analysis and
imagination in order to face the cultural and environmental questions that define the contemporary city beyond the western
European context. The particular social, economic and political circumstances of these cities requires the attuned use of precise
architectural methods of research, analysis, decision-making and design. Recognizing the crucial moment of transition from
education to practice, the purpose of the studio is to contribute to the formative processes of reflective and independent
professionals, capable of positioning themselves in complex spatial and social contexts.
A first part of the studio develops, via fieldwork, seminars and lectures, an analysis of the chosen location at three levels:
contextual, conceptual and disciplinary. The contextual analysis is focused on the social, political, economic, but also on the
geographic, climatic and environmental conditions that characterize the site. The conceptual analysis raises specific items from
the context to the level of abstract ideas, which are studied in relation to relevant theories. In the disciplinary analysis, local
architectures are recognized as a repository of key architectural strategies that can inform future developments in that context.
Based on these three levels of analysis, students are challenged to define their own strategy for intervening in the context, by
adopting a distinct role as a response to particular cultural, social, environmental, political and economic conditions offered by
the site. This intervention will be developed into a comprehensive, fully detailed architectural project during the second part of
the studio. Together, analysis and architectural design will serve as basis for the formulation of a consistent, convincing and well
documented architectural position. When travelling is possible, students enrolled in the course are encouraged to participate in
the field trip. Costs for this trip must be funded by each student and vary according to the studio's city of investigation.
Study Goals Upon completion of the course, you should be able to:
-Analyze specific layers from a chosen built environment using different architectural methods.
-Synthesize analytical findings into concrete architectural questions.
-Formulate an architectural intervention in terms of implantation, form and program, as means to develop a concrete architectural
question.
-Design a full-fledged (formal, technical, functional, meaningful) architectural project as development of a concrete architectural
question.
-Define a consistent, organized and documented architectural position, able to explain the relation between your analysis of and
your architectural design for a particular context.
Education Method During the first quarter of the studio you will analyze a particular city and its architecture, through an investigation on three
analytical levels: the contextual, conceptual, and disciplinary levels.
Analysis will be carried out in small teams of two or three students. You will collect empirical evidence, archival information,
oral histories, and other relevant data for the appraisal of specific layers of the context. You will then evaluate collected
information quantitatively and qualitatively using different architectural instruments and methods, and situate your findings
within a conceptual state of the art through relevant literature. Your progress in this first stage of analysis will be structured
around thematic lectures, and discussed in weekly studio tutorials. The results of your work during this period will be presented
in a P1 process review, and edited into a collective book developed by all students jointly during the first semester of the studio.
During the second quarter of the studio you will start working individually to synthesize your analytical findings into a concrete
architectural question, on the basis of which you will formulate an architectural intervention in terms of implantation, form and
program, which will be evaluated in the P2 examination. On your own or with a partner you will also analyze an exemplary
building or project in the studied city, in order to familiarize yourself with local project strategies. The formulation of your
intervention and the development of your project analysis will be discussed in weekly tutorials, and will be supported by
thematic lectures.
During the third and fourth quarters of the studio you will develop your intervention proposal into a general (P3), and then into a
full-fledged (P4) architectural project, which will culminate in the definition of an architectural position that is able to
convincingly and productively articulate analysis and imagination (P5). You will discuss your progress in fulfilment of these
goals on a regular basis with your peers and tutors by working together in the studio and via weekly studio tutorials.
Assessment The assessment of your work will be through five examination and review moments (Dutch peilingen, P1 P5) according to the
Facultys graduation regulations. All evaluations and reviews will be carried out following the graduation manual:
(https://d1rkab7tlqy5f1.cloudfront.net/Studentenportal/Faculteitspecifiek/Bouwkunde/Onderwijs/Regulations/Graduation%20Ma
nual%20AUBS%202019-2020.pdf).
-In the P1 compulsory process review, the coherence, significance, correctness, elaboration, completeness, depth, thoroughness,
innovation, precision, and elegance of your analyses will be evaluated. The goal of this formative assessment is to ensure that the
analytical process provides reliable basis for the following stages of your work, with two possible results: on schedule / not on
schedule.
-The P2 formal assessment will evaluate the coherence, significance, correctness, elaboration, completeness, depth,
thoroughness, innovation, precision, and elegance with which you can synthesize an architectural question from the analytical
process, and formulate an architectural intervention as means to develop that question, with three possible results: pass / retake /
fail.
-The P3 compulsory process review will evaluate the coherence, significance, correctness, elaboration, completeness, depth,
thoroughness, innovation, precision, and elegance of a general architectural project, formulated in terms of implantation, form,
program and structure, and presented via multiple representations including (but not limited to) technical, conceptual, and artistic
drawings, models, and texts. This review has two possible results: on schedule / not on schedule.
Page 342 of 1045

-The P4 formal assessment will evaluate the coherence, significance, correctness, elaboration, completeness, depth,
thoroughness, innovation, precision, and elegance of a full-fledged architectural project, formulated in terms of implantation,
form, configuration, program and complete, detailed technical resolution, and presented via multiple representations including
(but not limited to) technical, conceptual, and artistic drawings, models, and texts. This review has two possible results: go / no
go.
-The P5 public final presentation will evaluate the coherence, significance, correctness, elaboration, completeness, depth,
thoroughness, innovation, precision, and elegance with which all the work developed in the studio is presented as a consistent,
organized and documented architectural position, able to explain the relation between your analysis of and your design for a
particular context. The result of this final presentation is a final grade for the whole course, which will be determined on the
basis of the criteria for evaluation, descriptions and terms defined in the EMMA feedback and assessment tool:
(https://www.tudelft.nl/studenten/faculteiten/bk-studentenportal/onderwijs/master-of-science/masteropleiding-architecture-
urbanism-building-sciences/afstuderen/emma/
Period of Education Year
Concept Schedule Tuesday, Friday
Page 343 of 1045

Year 2022/2023
HA
Page 344 of 1045

Year 2022/2023
MSc 1 HA
Page 345 of 1045

Education Period 1
Start Education 1
Exam Period none
Page 346 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 347 of 1045

Education Period 1
2
Start Education 1
Exam Period none
inspiration.
MSc 1 level.
studio.
Page 348 of 1045

AR1AH010 Heritage and Architecture Design Studio: Architectonic Design 10
Course Coordinator Ir. W. Willers
Responsible for assignments Ir. W. Willers
Contact Hours / Week 4-8 hours per week starting from week 1.1 and ending in week 2.8.
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Course Contents The object of this Heritage & Architecture studio is the architectural design for the re-use of a building or building-ensemble to
meet requirements of contemporary and future use.
A transformation framework will be made by the interpretation of the analysis of the urban context, the building and the program
requirements. Various aspects of designing in existing built structures are investigated by studying reference projects and
literature.
By working on different scale-levels a coherent design will be made. At atelier meetings different aspects like relation existing
new, urban context, functionality, spatial quality, technical aspects, material aspects will be discussed.
The current debate of transformation and intervention with topics like authenticity, sustainability, layers of history, and so on is
very present during this course on every single scale.
Different presentations will help students to develop their presentation skills.
There is a strong relation between the H&A Architectural design studio and the Building Engineering studio.
Study Goals Upon completion of the Master 1 design project the student is able to:
- interpret cultural values on urban, architectural and technical scale and create a transformation framework and translate this to a
design.
- design with spatial and functional aspects.
- design in architectural heritage buildings. Concerned with preservation and renewal in existing architecture and values related
to architectural history and current questions on sustainability and socio-cultural aspects such as socio-cultural, ethical,
historical, philosophical, economical aspects.
design with aspects such as material, detailing, physics, structure, construction, and climate design
- present a coherent, significant, elaborated, correct and innovative design - on mainline and on aspects from a medium sized
building on MSC 1 level.
- explain the architectural design during a presentation by combining oral, written and graphic media (e.g., drawings, models)
Education Method Design coaching, 4- 8 hours per studio during education weeks, total 96 hours
Assessment Is given via the semesterbook & brightspace
Period of Education first semester
Page 349 of 1045

Year 2022/2023
Page 350 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 351 of 1045

Year 2022/2023
MSc 2 AH (nw)
Page 352 of 1045

Year 2022/2023
Compulsory Choice
Page 353 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 354 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 355 of 1045

Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 356 of 1045

Year 2022/2023
25 ECTS Electives
electives.
Page 357 of 1045

Year 2022/2023
Page 358 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 359 of 1045




MSC 2 level.

March 2008
Springer,
Page 360 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 361 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 362 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 363 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 364 of 1045

participants
participants
Page 365 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 366 of 1045

Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 367 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 368 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 369 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 370 of 1045

Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 371 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 372 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 373 of 1045

Summary
starts.

participants
participants
Page 374 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 375 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 376 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 377 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 378 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 379 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 380 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 381 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 382 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 383 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 384 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 385 of 1045

Year 2022/2023
MSc 3 and 4 HA
Page 386 of 1045

Year 2022/2023
MSc3 Adapting 20th century Heritage
Page 387 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 388 of 1045

AR3AH105 Graduation Studio Adapting 20th century Heritage 55
Course Coordinator Ir. L.G.K. Spoormans
Instructor A. de Ridder
Instructor Ir. W. de Jonge
Instructor Ir. J. Roos
Instructor Ir. L.G.K. Spoormans
Responsible for assignments Ir. L.G.K. Spoormans
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Course Contents The AR3AH105 Graduation Studio focusses on Adapting 20C Heritage. What is the essence of this young heritage and what is
its status? How can we adapt these buildings and ensembles to make them sustainable and future proof without losing their
values?
The section of Heritage & Architecture holds three chairs and related research fields: Heritage & Design, Heritage & Technology
and Heritage & Values. These are represented in the research and design approach of the H&A graduation studio, the curriculum
and the tutors involved. The studio focusses on selected themes regarding built heritage, such as vacancy, preservation of
monuments, new heritage, shared heritage or heritage communities. Research and design of the studio relates to H&A research
projects and expertise of H&A staff.
Students of Heritage & Architecture have to position themselves as architects in the debate on the architectural and technical
characteristics of built heritage, its tangible and intangible values and design strategies for conservation and adaptive re-use. The
articulation and understanding of architectural and technical values is of great importance when design decisions have to be
made regarding what to conserve, what to adapt.
In MSc3, students conduct research on the studio theme in a larger context and on the specific characteristics of selected cases.
They develop a research question, methodology and final proposal for their individual research project. Methods can be literature
study, comparative case study, mapping, archival research, field work and survey, interviews, research by design etc. Students
observe, explore, identify and prioritise urban, architectural and technical values of the existing building and site in order to
formulate starting points for a meaningful redesign. The research forms a theoretical base for the design project and results in an
individual academically substantiated report or journal article. The individual work and the collective research by the studio
contribute to the body of knowledge for the graduation studio.
Based on both the thematic research and the mapping of a specific building or area that serves as a case, students develop a
design brief and a design method. They explore a range of scenario's combining heritage values and program requirements, and
study references on concept, strategy, materialisation, detailing, program etc. By a creative process, logical argumentation and
evidence-based choices, students create a concept design that shows coherence and correctness.
In MSc4, students individually develop an elaborated design based on the research, design brief and concept design of MSc3.
The academic framework is applied and theoretical and practical references are studied. Strategies of conservation, intervention
and transformation are explored and translated into an architectural and technical design. Students individually create a design
that shows coherence and correctness, and a meaningful translation of an intervention strategy. Furthermore, they will position
the project within a broader perspective of socio-cultural, historical, philosophical, economic and environmental contexts. In the
graduation project the societal and disciplinary position and its relevance in relation to design ethics and intercultural issues are
discussed. After reflective exploration and consideration, students present a detailed design project that addresses all important
aspects of architectural design, technology and cultural value. During the course, students practice to present their design
proposals both graphically and orally, and demonstrate logical argumentation and evidence-based choices.
Study Goals MSc3
The student:
-is able to develop a full research proposal within the context of the studio
-is able to conduct, synthesise and present the research using substantiated methods
-is able to explain architectural and technical values, as well as their place in historical, societal, economic and environmental
context
-can critically reflect on research results and translate these into opportunities, obligations and dilemmas, and can prioritize and
incorporate the key values into meaningful preliminary design
-develop and present a design brief, method, scenarios and concept design that is relevant for contemporary academic and social
society,
-individually draw conclusions and present these in an academically substantiated and comprehensive report or paper as well as
through a verbal presentation,
MSc4
The student:
-is able to position the project and its heritage aspects in a broader perspective of socio-cultural, historical, philosophical,
economic and environmental contexts,
-is able to apply professional knowledge and design tools related to architecture, building technology and values,
-is able to argue and reflect on the design product and process in relation to current architectural discourse,
-is able to demonstrate and employ moral sensibility, analysis, creativity, judgement, decision-making and argumentation skills
regarding architectural ethics and his/her future role as architect,
-is able to communicate complex design ideas at an advanced level through verbal presentations, visual and written media.
Education Method Lectures, workshops, atelier counselling
Literature and Study To be announced via Brightspace
Materials
Assessment Written report/ article, paper/ digital/ oral presentation
Period of Education Academic year
Page 389 of 1045

Year 2022/2023
MSc3 Revitalising Heritage
Page 390 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 391 of 1045

AR3AH115 Graduation Studio Revitalising Heritage 55
Course Coordinator Ir. L.G.K. Spoormans
Instructor A. de Ridder
Instructor Ir. J. Roos
Instructor Ir. L.G.K. Spoormans
Responsible for assignments Ir. L.G.K. Spoormans
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Course Contents The AR3AH115 Graduation Studio focusses on Revitalising Heritage. How to bring new life to abandoned or dilapidated
buildings or areas? What combination of architectural interventions and functional program leads to preservation by
revitalisation? What is the capacity for change?
The section of Heritage & Architecture holds three chairs and related research fields: Heritage & Design, Heritage & Technology
and Heritage & Values. These are represented in the research and design approach of the H&A graduation studio, the curriculum
and the tutors involved. The studio focusses on selected themes regarding built heritage, such as vacancy, preservation of
monuments, new heritage, shared heritage or heritage communities. Research and design of the studio relates to H&A research
projects and expertise of H&A staff.
Students of Heritage & Architecture have to position themselves as architects in the debate on the architectural and technical
characteristics of built heritage, its tangible and intangible values and design strategies for conservation and adaptive re-use. The
articulation and understanding of architectural and technical values is of great importance when design decisions have to be
made regarding what to conserve, what to adapt.
In MSc3, students conduct research on the studio theme in a larger context and on the specific characteristics of selected cases.
They develop a research question, methodology and final proposal for their individual research project. Methods can be literature
study, comparative case study, mapping, archival research, field work and survey, interviews, research by design etc. Students
observe, explore, identify and prioritise urban, architectural and technical values of the existing building and site in order to
formulate starting points for a meaningful redesign. The research forms a theoretical base for the design project and results in an
individual academically substantiated report or journal article. The individual work and the collective research by the studio
contribute to the body of knowledge for the graduation studio.
Based on both the thematic research and the mapping of a specific building or area that serves as a case, students develop a
design brief and a design method. They explore a range of scenario's combining heritage values and program requirements, and
study references on concept, strategy, materialisation, detailing, program etc. By a creative process, logical argumentation and
evidence-based choices, students create a concept design that shows coherence and correctness.
In MSc4, students individually develop an elaborated design based on the research, design brief and concept design of MSc3.
The academic framework is applied and theoretical and practical references are studied. Strategies of conservation, intervention
and transformation are explored and translated into an architectural and technical design. Students individually create a design
that shows coherence and correctness, and a meaningful translation of an intervention strategy. Furthermore, they will position
the project within a broader perspective of socio-cultural, historical, philosophical, economic and environmental contexts. In the
graduation project the societal and disciplinary position and its relevance in relation to design ethics and intercultural issues are
discussed. After reflective exploration and consideration, students present a detailed design project that addresses all important
aspects of architectural design, technology and cultural value. During the course, students practice to present their design
proposals both graphically and orally, and demonstrate logical argumentation and evidence-based choices.
Study Goals MSc3
The student:
-is able to develop a full research proposal within the context of the studio
-is able to conduct, synthesise and present the research using substantiated methods
-is able to explain architectural and technical values, as well as their place in historical, societal, economic and environmental
context
-can critically reflect on research results and translate these into opportunities, obligations and dilemmas, and can prioritize and
incorporate the key values into meaningful preliminary design
-develop and present a design brief, method, scenarios and concept design that is relevant for contemporary academic and social
society,
-individually draw conclusions and present these in an academically substantiated and comprehensive report or paper as well as
through a verbal presentation,
MSc4
The student:
-is able to position the project and its heritage aspects in a broader perspective of socio-cultural, historical, philosophical,
economic and environmental contexts,
-is able to apply professional knowledge and design tools related to architecture, building technology and values,
-is able to argue and reflect on the design product and process in relation to current architectural discourse,
-is able to demonstrate and employ moral sensibility, analysis, creativity, judgement, decision-making and argumentation skills
regarding architectural ethics and his/her future role as architect,
-is able to communicate complex design ideas at an advanced level through verbal presentations, visual and written media.
Education Method Lectures, workshops, atelier counselling
Literature and Study To be announced via Brightspace
Materials
Assessment Written report/ article, paper/ digital/ oral presentation
Period of Education Academic year
Page 392 of 1045

Year 2022/2023
Interiors Buildings Cities
Page 393 of 1045

Year 2022/2023
MSc 1 AI
Page 394 of 1045

Education Period 1
Start Education 1
Exam Period none
Page 395 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 396 of 1045

Education Period 1
2
Start Education 1
Exam Period none
inspiration.
MSc 1 level.
studio.
Page 397 of 1045

Course Coordinator Ir. S. Pietsch
Responsible for assignments Ir. S. Pietsch
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Course Contents Interiors Buildings Cities focuses on buildings and interiors that accommodate the different scales and gradations of public life
within the city, from the street to the public interior. It addresses the ways in which these can be situated in relation to place, time
and material culture.
Thinking beyond individual students and courses, the Chair considers its educational programme as a collective and reflective
space of study and discourse: an attitude that is intended to encompass the work of both students and staff. The Chair engages in
common questions concerning the public interior, questions of interiority, and their relations with the social and physical fabric
of the city as a whole.
House
The House of the MSc1 project is neither the representative monument of collective public life, nor is it the private house of an
individual. Instead it suggests and considers those buildings that stand between; intimate figures, which both inform and are
informed by the physical and social fabric of their immediate locality.
Such buildings are carefully wrought and spatially rich, both generous and adaptable, yet they also embody a degree of typicality
and a measure of the material culture of their place. Their interiors host the rooms and spaces that structure and draw a
community into consciousness of and in dialogue with itself.
Through a process of iterative drawing and large-scale modelling, supported by lectures and workshops, students will resolve the
design and technical integration of such a building and its principal interior spaces, considering it as a figure set within the
immediate context a carefully documented urban setting.
The MSc1 Design Project is paired with the Building Engineering Studio (AR1A080) coordinated by the Department of
Architectural Engineering & Technology.
Study Goals Upon completion of the Master 1 studio trajectory the student:
-is able to present a coherent, significant, elaborated, correct and innovative design, on mainline and on aspects, from a medium
sized building on MSC 1 level.
- is able to demonstrate skills and knowledge to incorporate an understanding of the design process with regard to structural
design, materialisation of buildings and interiors, comfort and climate design
- is able to demonstrate skills and knowledge to incorporate an understanding of the design process with regards to the
appropriateness of the architectural intervention in its context and its elaboration from urban setting to interior.
In addition to the study goals, a specific description of the aims of the studio will be published in the Studio Manual, to be
distributed at the beginning of the course.
thematic exercises, internal lectures and seminars that pertain to and inform the subject.
A characteristic working method of the Chair is the making of models of varying scales appropriate to matters under
consideration, in which ideas about the design project, from form to space and other relationships are tested and materialised.
Literature and Study To be announced upon beginning of the course

Materials
Assessment The design studio concerns the development of an architectural project on all scale levels, from its urban setting to its materiality
and elaboration of its details. The project will be assessed during an intermediate, pre-final and final presentation on:
- the position that is formulated with regard to the brief and its context
- the appropriateness of the intervention with respect to the assignment
- aesthetic and technical / functional qualities
- the elaboration throughout the respective scales
- the integration of the disciplines included
- the consistency and coherence and development of the students work during his / her process
The products to be assessed include the design proposal represented through drawings, models and text; the project journal and
the portfolio.
Period of Education Autumn semester, first and second quarter
Page 398 of 1045

Year 2022/2023
Page 399 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 400 of 1045

Year 2022/2023
MSc 2 AI
Page 401 of 1045

Year 2022/2023
Compulsory Choice
Page 402 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 403 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 404 of 1045

Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 405 of 1045

Year 2022/2023
25 ECTS Electives
electives.
Page 406 of 1045

Year 2022/2023
Page 407 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 408 of 1045




MSC 2 level.

March 2008
Springer,
Page 409 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 410 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 411 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 412 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 413 of 1045

participants
participants
Page 414 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 415 of 1045

Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 416 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 417 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 418 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 419 of 1045

Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 420 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 421 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 422 of 1045

Summary
starts.

participants
participants
Page 423 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 424 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 425 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 426 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 427 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 428 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 429 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 430 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 431 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 432 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 433 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 434 of 1045

Year 2022/2023
MSc 3 and 4 AI
Page 435 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 436 of 1045

AR3AI100 Interiors Buildings Cities Graduation Project 55
Course Coordinator M. Pimlott
Instructor M. Pimlott
Instructor Dr. J.S. Zeinstra
Instructor Prof. D.J. Rosbottom
Instructor S. De Vocht
Instructor Dr. A.R. Thomas
Responsible for assignments M. Pimlott
Co-responsible for Dr. B.L. Hansen
assignments
Co-responsible for Ir. S.S. Mandias
assignments
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Course Contents Interiors Buildings Cities focuses on buildings and interiors that accommodate the different scales and gradations of public life
within the city, from the street to the public interior. It addresses the ways in which the accommodation of people within the
scenes made by architecture can be situated in relation to place and time, and to social and material culture.
of the city as a whole. It does so with the wellbeing of the entire environment shared by people and other living beings as a
central concern.
Palace
The graduation studio theme, Palace, does not concern literal palaces, but those complex public buildings that have used the
palace as a formative motif, and play a significant role in the fabric of the city. These accommodate the publics image of itself
and the sense of collective and individual agencies within society. The theme responds to the history and position of such
representative public buildings in the urbanised environment, and acknowledges that the figure, the idea and the role of the
Palace have been constantly reinterpreted over time. It questions what these roles and responsibilities are in the present, and the
ways through which the Palace might engage with both the contemporary city and its citizens.
To aid the study of the nature of the project and its conditions, collective research is undertaken into precedents of related
exemplary projects over a broad historical period, in workshops and seminars aimed towards understanding their relevance to the
project and students architectural knowledge. Further studies are made directly in relation to the conditions surrounding the
project itself, from the urban environment to attendant social, cultural and political circumstances that have bearing upon it.
Beyond working in existing physical and cultural contexts, we work with existing buildings and their materials.
In the design of a large-scale project, we are concerned not only in the making of a building for the representations of the city
and its publics, but the way that it is made: the acts of building, the use and re-use of material, the sustainability of strategies of
building and the levels of responsibility of the architect. We do this in association with the Department of Architectural
Engineering and Technology from the outset, and regularly thereafter, so as to generate deeper questions and understanding of
how to build intelligently and responsibly now, in the hope that this might be a model for future practices.
Study Goals Upon completion of a trajectory in the Masters programme from MSc1 through MSc4, the student:
- Has developed the skills in architectural design satisfying aesthetic, relational, functional and technical requirements. During
the trajectory, the complexity of the architectural design increases, leading to a level fit for architectural practice and a training
period for professional accreditation as architect.
- During this trajectory, skills are acquired to increasingly incorporate an understanding of the design process attained with
regard to research and reading in urban and architectural history, relevant theory, cultural practices, human sciences and
technology.
- Additionally, skills are acquired to incorporate an understanding of the design process attained with regard to the relation
between buildings, spaces and societys needs, including environmental aspects and sustainable practices.
- During Master 1, 2, 3 & 4 process, skills are acquired to incorporate insights into and knowledge of the design process attained
with regard to methods of investigation and designing.
- Together with the training with regard to aspects of building technology, during the Master 1, 2, 3 & 4 process, skills are
acquired to incorporate an understanding of the design process with regard to truly sustainable principles, affecting approaches to
building design, structural design, materialisation of buildings and their interiors, human comfort, natural diversity, and climate
design.
The Graduation Report demonstrates the students ability to employ moral sensibility, analysis, creativity, judgment, decision and
argumentation skills regarding Architectural ethics and his/her future role as architect. The individual Graduation Report not
only contains an elaboration regarding the Graduation Projects societal and disciplinary relevance, but addresses design ethics
and the way in which intercultural issues have been addressed in the graduation project.
Education Method The object of the course is the formulation of a design project for an urban institution on a representative site. This is achieved
over a series of stages, ranging from discrete thematic studies to analyses of relevant models, integrated with project proposals
with an increasingly significant level of definition. This includes:
1. Workshops in analysis of local urban contexts, characteristics particular to the public interior, programme, precedents and use,
conducted by the mentor team.
2. Research seminars on literature, theory and history specific to the theme of the programme within the design studio, related to
both the Research Plan, and research questions integrated into the development of the project, followed throughout the year
through a project journal.
3. Research and design supervision in studio, in groups and for individuals in relation to precedents and models, in which
comparative historical analysis plays a central part, and studies of local conditions, contexts and the specific conditions of both
site and building.
4. Preliminary design development, guided in workshops in MSc3 and individual tutorials towards detailed design development
in MSc4, with studio presentations and critique.
A characteristic working method of the Chair is the making of physical models of varying scales appropriate to matters under
Page 437 of 1045

consideration, in which ideas about the design project, from form to space and other relationships are tested and materialised.
Literature and Study A core list of reading or other material is determined for each design programme by the design and research mentors, ranging
Materials from literature and essays on cultural matters to urban and architectural theory, and critical analysis of architecture. This is
published in the Studio Manual. Additional reading material pertaining to issues of design and research are set forward in Studio
Manual, specific to its programme.
Assessment The project will be assessed during intermediate and final presentations on:
the appropriateness of the intervention with respect to the assignment;
organisation, composition, presence and 'appearance' and the potential for functional technical qualities;
the potential for elaboration throughout the various scales;
the potential for integration of the disciplines, from aesthetic to technological included;
the quality of the presentation, the argument and the product;
the consistency, coherence and development of the students work during the process of design, as demonstrated through prepared
archive, project journal, project portfolio and project book. Intelligent conventional architectural drawing and accessible models
are particularly important.
Enrolment / Application Students can enrol for this course during the pre-enrolment period for entry in first or third quarters. Students who did not enrol
for this studio during the pre-enrolment period can enrol for this studio at a later moment, as long as places are available. In that
case, the Chair asks students upon enrolling to send an email to the course coordinator stating their preferred studio. A short
motivation for that preference is welcome.
Special Information The marking periods are directly related to the examination periods, Go/ No Go (P2) and final (P5).
Period of Education Two semesters, beginning either in the first or third quarters, with a Go/No Go examination (P2) at the end of the first semester.
Page 438 of 1045

Year 2022/2023
The Why Factory
Page 439 of 1045

Year 2022/2023
MSc 1 TWF
Page 440 of 1045

Education Period 1
Start Education 1
Exam Period none
Page 441 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 442 of 1045

Education Period 2
3
Start Education 2
3
Exam Period none
Course Contents The main topic of the Building Engineering Studio (BES) is the sustainable design of the technical aspects (construction, climate
and structure) in relation to the architectural aspects of the design.
The aim of materialization - the process of integrating sustainable and technical features - is to develop the initial concept into an
inspiration.
MSc 1 level.
the building engineering concept in relation to the architecture
Education Method Basically, in all Building Engineering Studios several exploratory design studies and the development and elaboration of the
presentation is dependent of the theme and scale of technical elaboration. method of the studio. On the other hand the
presentation products have to show the content formulated in study goal and course content.
The presentation of the technical building design includes a poster presentation, the exploratory design studies, the visualization
studio.
The Building Engineering Studios are taught during the 2nd quarter. Only students who choose the MSc 1 studio of Complex
Projects or The Why Factory will follow the Architecture Design Studio in the 1st quarter and Building Engineering Studios in
the 2nd quarter.
Page 443 of 1045

AR1TWF011 The Why Factory MSc1 Design Studio 10
Course Coordinator Prof.ir. W.G.M. Maas
Co-responsible for A.B.O. Ravon
assignments
Co-responsible for L. te Loo
assignments
x/x/x/x
Education Period 1
Start Education 1
Exam Period none

MSc1 Design Studio at the Why Factory starts in week 1.1 and ends in week 1.10. After the design studio, students follow their
work in the Building Technology Seminar.
Study Goals The student is able to present a coherent, significant, elaborated, correct and innovative design - on mainline and on aspects
from a medium sized building on MSC 1 level.
Upon completion of the design studio the student is able to demonstrate the necessary argumentation skills to explain and reflect
upon the relationships between analysis, conceptualization, method and composition of a design proposal.
There are six qualitative aspects expected from students at the end of their MSc1 Design Studio:
analysis, etc..
6. Capacity to integrate in a large group and produce collective research and design. It is very important during the studio to
work in large teams and be able to adapt to team-work, as an essential training for future professional life.
STUDIO
Page 444 of 1045

reality.
Tests
Period of Education From week 1.1 thru week 1.10 in the Fall semester
Page 445 of 1045

Year 2022/2023
Page 446 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 447 of 1045

Year 2022/2023
MSc 2 TWF (nw)
Page 448 of 1045

Year 2022/2023
Compulsory Choice
Page 449 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 450 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 451 of 1045

Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 452 of 1045

Year 2022/2023
25 ECTS Electives
electives.
Page 453 of 1045

Year 2022/2023
Page 454 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 455 of 1045




MSC 2 level.

March 2008
Springer,
Page 456 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 457 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 458 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 459 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 460 of 1045

participants
participants
Page 461 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 462 of 1045

Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 463 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 464 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 465 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 466 of 1045

Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 467 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 468 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 469 of 1045

Summary
starts.

participants
participants
Page 470 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 471 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 472 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 473 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 474 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 475 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 476 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 477 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 478 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 479 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 480 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 481 of 1045

Year 2022/2023
BO
Page 482 of 1045

Year 2022/2023
MSc 1 BO
Page 483 of 1045

Education Period 1
Start Education 1
Exam Period none
Page 484 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 485 of 1045

Education Period 1
2
Start Education 1
Exam Period none
inspiration.
MSc 1 level.
studio.
Page 486 of 1045

AR1BO010 Borders and Territories Design Studio 10
Instructor N. Sanaan Bensi
Responsible for assignments Dr.ir. M.G.H. Schoonderbeek
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Course Contents Extra-terrestrial Mining Institute
The educational program of Borders & Territories (B&T) focusses on the role of architecture in relation to the socio-political
developments within contemporary society. The B&T MSc 1 Studio will develop an Extra-terrestrial Mining Institute, and is
understood as a laboratory for the investigation of complex territorial, spatial, ecological, technical, and architectural practices
(both here and out there!).
By referring to the long-standing history of extraction practices as a mode of (trans-)forming the (sub-)surfaces of our planet, the
studio investigates the role of architecture for future institutions on the planetary scale and organizations, which deal with the
colonization and extraction of outer space. Such new scales of cooperation involve various geographies, nations, private
commercial bodies, legal frameworks, and (automated) infrastructures.
The studio investigates the specificity of architecture through precise acts of surveying, mapping, and model-making as integral
part of both design process as well as extractive practices. During the first quarter, a series of exercises will familiarize the
students with the approach of the B&T studio.
The students will design a campus for the Artemis Program, a NASA led program (2022-2025) whose eventual aim is to extract
extra-terrestrial resources. Beyond being simply a control room, the campus and its institutes is a geo-political anomaly, which at
the same time emerges from its unique programmatic and site conditions as well as from its problematic technical and ecological
requirements.
B&Ts MSc_1 Design Studio is integrated with BES.
Study Goals -The student is able to develop a coherent, significant, elaborated, correct and innovative design for a medium sized building.
-The student is able to communicate key ideas and design skills and express theoretical knowledge.
-The student is able to establish an independent critical reflection and position regarding the design process and architectural
representation.
-The student is able to integrate the research and analysis into design process and concepts.
Education Method Group work (site analysis).
Individual Consultation.
Workshops and seminars.
Assessment Attendance & participation in collective presentation.
Individual presentations & evaluations: midterm and final presentation.
(Refer to the calendar for specific weeks).
Assessment Scheme
Final design (70 %)
Midterm presentation (10 %)
Participation (attendance, initiative, in-class discussion) (10 %)
Final Exam (Clarity of presentation) (10 %)
Page 487 of 1045

Year 2022/2023
Page 488 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 489 of 1045

Year 2022/2023
MSc 2 BO
Page 490 of 1045

Year 2022/2023
Compulsory Choice
Page 491 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 492 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 493 of 1045

Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 494 of 1045

Year 2022/2023
25 ECTS Electives
electives.
Page 495 of 1045

Year 2022/2023
Page 496 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 497 of 1045




MSC 2 level.

March 2008
Springer,
Page 498 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 499 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 500 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 501 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 502 of 1045

participants
participants
Page 503 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 504 of 1045

Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 505 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 506 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 507 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 508 of 1045

Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 509 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 510 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 511 of 1045

Summary
starts.

participants
participants
Page 512 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 513 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 514 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 515 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 516 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 517 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 518 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 519 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 520 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 521 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 522 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 523 of 1045

Year 2022/2023
MSc 3 and 4 BO
Page 524 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 525 of 1045

AR3BO100 Borders and Territories Graduation Studio 55
Instructor Dr. N.N. Awan
Contact Hours / Week 12 hours per week starting from week 2.1 and ending in week 2.10. 8 hours per week starting from week 3.1 and ending in week
x/x/x/x 4.10.
Education Period 1
2
3
4
Start Education 1
Exam Period none
Course Contents The graduation studio of B&T investigates contemporary border conditions within the larger urban and territorial scale. The
studio focuses on sites where spatial conditions have emerged that are teeming with suggestive meanings and unexpected
potential but are hardly analysed within contemporary architectural discourse.
In our day and age, it seems no longer possible to investigate space without taking global political developments into
consideration, nor to ignore ecological anxieties, pressured coexistences or even economically driven migratory movements.
Therefore, special attention should be given to the critical relationship between architecture and its environmental context, as
well as with more general socio-political contexts.
B&T considers the contemporary city a testing ground for speculative approaches. To this end, the current developments in the
border-territories related to the New Silk Road are particularly intriguing, as the spatial transformations in these areas between
the far East, Africa and Europe are resulting in a fascinating array of spatial transformations, where different regimes of spatial
planning, (inter-) continental infrastructural projects, political (dis-) agreements, border tensions, global capitalism, extra-state
utopias and the like, are re-formatting the contemporary territorial and urban landscapes.
B&Ts graduate studio intends to map these emerging spatial complexities, with a special focus on the fundamental changes that
are currently occurring regarding radical spatial differentiation, biodiversity, atmospheric and soil conditions, increased
technological spatial control and economic asymmetries. The spatial patchworks of superposed political and economic processes,
as well as juxtaposed social and spatial practices, will constitute the (almost) solid basis for alternative formulations of
architectural interventions, aimed at formulating quite radical counter-strategies to the current, and really no longer sustainable
status-quo.
Possible sites of investigation for B&Ts 2022/23 graduate studio: Piraeus, Liege, Bilbao, Venice (Marghera), Istanbul, Tehran,
Khorgas-Horgos, Djibouti, Calcutta, Sihanoukville (Preah Sihanouk)...
Study Goals Develop effective tools and techniques for implementing a design position.
Analyze, evaluate and pursue a range of technical, programmatic, theoretical, historical and professional implications toward the
final design proposal.
Integrate and express theoretical knowledge and practical skills into design process.
Develop a definitive project on her/his own that qualifies functional, spatial and aesthetic qualities through relevant research and
preparation.
Integrate building technology in adequate ways into the architectural design.
Synthesize requirements of building technology and the architectural design.
The graduation report demonstrates the students ability to employ moral sensibility, analysis, creativity, judgment, decision and
argumentation skills regarding Architectural ethics and his/her future role as architect. The individual graduation report should
not only contain an elaboration regarding the Graduation Projects societal and disciplinary relevance, but has to also address
design ethics and the way in which intercultural issues were addressed in the graduation project.
Education Method (first semester)
Pre-design research.
Site visit and field investigation.
Formal exercises in drawings and models.
Material exercises.
Presentation and critique.
The studio work will include and be supplemented by seminar session, informal/intermediate reviews, and a two-weeks
workshop.
During the first half of the semester, until the midterm review (P1), the students will work in groups.
(second semester)
Individual Consultation.
Assessment (first semester)
*P1 (Week 1.10)
PDF/PPT presentation.
Project synopsis, problem statement, concepts and analytical mappings.
Requirements specified by the faculty rules & regulations for graduation.
*P2 (Week 2.9)
PDF/PPT presentation.
Urban analysis/mappings (incl. methods and results) and design project proposal. The definition of the design project consists of
site, site analysis, program, program analysis, site model (1:500) and a sketch design.
Requirements specified by the faculty rules & regulations for graduation.
The P1 & P2 weeks may be subject to change.
Consult the graduation regulations for the submission requirements.
(second semester)
Page 526 of 1045

Presentations & evaluations: P3, P4 and P5.
Refer to the graduation calendar for specific weeks.
Period of Education Refer to the graduation calendar.
Concept Schedule Tuesday, and Thursday
Page 527 of 1045

Year 2022/2023
Urban Architecture
Page 528 of 1045

Year 2022/2023
MSc 1 UA
Page 529 of 1045

Education Period 1
Start Education 1
Exam Period none
Page 530 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period none
research.
global change;
course;
Materials
AR2AT031).
Page 531 of 1045

Education Period 1
2
Start Education 1
Exam Period none
inspiration.
MSc 1 level.
studio.
Page 532 of 1045

AR1UA010 Urban Architecture MSc 1 Design studio 10
Course Coordinator Ir. M.G.J. van Gelderen
Instructor Ir. M.G.J. van Gelderen
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Course Contents Msc1: What to keep?
At the chair of Urban Architecture, we study medium-size urban sites that are inaccessible for the regular tools of urbanism, and
where expectations of urban design can only be fulfilled by architecture. Adding a building thus means (re)designing an
environment.
The Msc1 studio opposes tabula rasa and addresses questions prior to the new design, concerning the existing structures on the
site: whether to demolish (and what exactly) and how to re-use. The motives for preservation are not necessarily architectural
value, but also rest-value of written-off material for social, non-profit uses and, especially, ecological value of used material in
itself and in economizing the use of new material.
A particular urban site must be restructured with the design of a new building, whilst maintaining selected parts of an existing
building. Students are challenged to re-interpret as-found constellations, to re-integrate them into a new design concept and to
enjoy contingencies.
We want to make the best possible use of resources observed near the site, both socially, physically and technically. Other
resources are buildings nearby and far-off, realized or only imagined, as an archive of human efforts to accommodate life. We
favour programs that communicate their social role to the public realm sensitively and intervene in daily life, in urban areas
where the right to the city, as Henri Lefebvre has put it, is in need of strengthening.
The course is in close collaboration with Building Technology.
Study Goals - The student is able to present a coherent, significant, elaborated, correct and innovative design in general and on specific
aspects from a medium-sizes building on MSC 1 level.
- The student is able to creatively design meaningful relationships between the existing and the new.
- The student develops awareness of the responsible uses of building materials
Education Method Excursion, both to the site and to relevant architectural projects
goals.
Page 533 of 1045

Year 2022/2023
Page 534 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 535 of 1045

Year 2022/2023
MSc 2 UA
Page 536 of 1045

Year 2022/2023
Compulsory Choice
Page 537 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
interpretations.
Materials
of Examiners.
Brightspace page.
Page 538 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
their own choice.
disciplines
environment.
self-study period

Materials
Theory (AR1A066)
Page 539 of 1045

Faculty.
the coordinators.

weeks 3.7, 3.8, 3.9 & 3.10 - self-study

participants
participants
Page 540 of 1045

Year 2022/2023
25 ECTS Electives
electives.
Page 541 of 1045

Year 2022/2023
Page 542 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 543 of 1045




MSC 2 level.

March 2008
Springer,
Page 544 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 545 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 546 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 547 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 548 of 1045

participants
participants
Page 549 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 550 of 1045

Tests

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 551 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 552 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 553 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 554 of 1045

Sustainability
Underground
Water management
participants
participants

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 555 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 556 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 557 of 1045

Summary
starts.

participants
participants
Page 558 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 559 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 560 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 561 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 562 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 563 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 564 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 565 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 566 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 567 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 568 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 569 of 1045

Year 2022/2023
MSc 3 and 4 UA
Page 570 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 571 of 1045

AR3UA100 Urban Architecture Graduation Studio 55
Course Coordinator Prof.ir. P.E.L.J.C. Vermeulen
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Expected prior knowledge MSc1 & 2
Course Contents Msc3: Where to build?
At the chair of Urban Architecture, we study medium-size urban sites that are inaccessible for the regular tools of urbanism, and
where expectations of urban design can only be fulfilled by architecture. Adding a building thus means (re)designing an
environment.
This graduation studio aims at critically assessing a given situation, in order to either complete or re-direct it. The position of the
building(s) relative to existing structures, its role in delineating the private and the public realm, awareness of scale and material
relationships are issues that are addressed in the studio.
We want to make the best possible use of resources observed near the site, both socially, physically and technically. Other
resources are buildings nearby and far-off, realized or only imagined, as an archive of human efforts to accommodate life.
Therefore, whether to demolish and how to re-use are considered vital questions. We favour programs that communicate their
social role to the public realm sensitively and intervene in daily life, in urban areas where the right to the city, as Henri Lefebvre
has put it, is in need of strengthening.
The themes and design task in the msc3 studio are focussed on an elaborate contextual research, integrating the obtained
knowledge of the research course (AR3UA110) the development of an urban strategy, an appropriate massing, typologies and
plans, and a conscious addressing of the urban realm.
The project develops over the course of two semesters. The first semester is dedicated to a collective and individual fieldwork
research as well as an urban plan. The second semester focuses on the further development of an architectural project and its
spatial, material and technical components. Research and design are treated as integral components that inform and mutually
reinforce each other. Emphasis will be laid upon
experimental research methods and notation/documentation.
Study Goals Upon completion of the Master 3 & 4 studio the student can:
- analyse and interpret the physical and social fabric within a given urban context in relation to architectural themes by means of
different experimental research methods;
- formulate strategies to strengthen urban assets on a specific site, develop an appropriate programme and implement these in a
design proposal for a master plan;
- integrate architectural concepts derived from the research into the design of a complex architectural proposal that deals with
different aspects of the research outcomes in a coherent way;
- develop an architectural design that is satisfying aesthetically and answers to technical / functional requirements as well as
integrates a coherent structural, material and climatic design;
- acquire and incorporate an understanding of the design process attained with regard to architectural history and architectural
theory, art, technology and human sciences.
- acquire and incorporate an understanding of the design process attained with regard to the relation between buildings, spaces
and societys needs, including environmental aspects.
- acquire and incorporate insights in and knowledge of the design process attained with regard to methods of investigation and
designing.
Education Method Excursion, both to the site and to relevant architectural projects.
Assessment Research & design examination. This examination is an active assessment, during and at the end of the educational period, with a
design (drawings, models, reports, oral presentation) as a final product. During the educational period the student receives
feedback on the progress and how to develop the design and design process. Examples of end products: drawings (on paper,
digital), scale models, reports, reflection, presentations.
All relevant studies, text(s) and their presentation are assessed at the end of the semester. Assessment is in accordance with the
study goals and the general P2 and P5 criteria. The assessment criteria will be provided by the tutors at the beginning of the
semester, depending on the study and tasks. A text will form part of the content to be assessed.
Period of Education Semester 1&2
Concept Schedule Friday morning and afternoon
participants
Page 572 of 1045

Year 2022/2023
Explore Lab
Page 573 of 1045

Year 2022/2023
MSc 3 and 4 Expl Lab
Page 574 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 575 of 1045

AR3EX115 Explore Lab Graduation 55
Course Coordinator Ir. R.R.J. van de Pas
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Course Contents Research driven graduation-laboratory for exploration of fascinations in the profession of architecture.
Explore Lab is an exceptional thesis laboratory for students with a unique fascination which cannot be explored in any of the
regular thesis labs. This opportunity is only for highly motivated students with a specific interest.
Explore Lab is a student driven studio. The first Explore Lab started in September 2005 as a student initiative.
The students of the Explore Lab themselves are responsible for the program and the agenda through their graduation year. The
lab coordinator and the project docents are responsible for meeting the goals that are required for examination.
While engaged in their own fascinations, the explorers work together to design their own curriculum including workshops,
lectures, excursions and visiting critics. Unique fascinations require unique mentor teams explorers select their mentors under
the guidance of the lab coordinators.
The research to be carried out will be complementary to the students graduation design project, and both will derive from the
students individual fascinations. The research will produce a stand-alone product. It must deliver findings which are of use to
others, students, professionals or researchers. The design is a specific project, born from the student's fascination.
Study Goals The study goals are dependent on and consistent with the graduation track of the individual student. For architecture students, the
study goals are as follows.
The student:
- can carry out a substantial research project and present research results in a manner appropriate to the form of research.
- has skill in architectural design satisfying both aesthetic and technical/functional requirements
- has appropriate knowledge of urban and spatial planning and associated techniques
- has insight into the relationship between people and architectural constructions and between architectural constructions and
their environment, as well as the need to gear architectural constructions and the spaces between them to human needs and
standards
- has appropriate knowledge of the industries, organisations and procedures that play a role in the conversion of designs into
buildings and the incorporation of plans into urban and spatial planning
- has appropriate knowledge of and insight into decision-making procedures and processes
Education Method Explore Lab is a student driven graduation laboratory. The educational method is therefore to be developed by the students in
conversation with each other and the Explore Lab coordinators. The assumption is that studio instruction will be the primary
teaching method. Students will guide their own studies and determine their own learning styles.
Assessment The assessment will be of both the research and design process.
The student is free to determine the nature of the research and design process in discussion with their mentors, as long as the
result is meeting the goals that are required for examination.
Enrolment / Application For enrolment please contact coordinator, Roel van de Pas (R.R.J.vandePas@tudelft.nl).
Some weeks before the general date of registration for courses and projects students get an email to inform students about the
Explore Lab enrolment procedure.
Only ca. 25-30 students can actually participate in the Explore Lab per period. Students will be accepted on presenting a strong
fascination that cannot be explored in another studio and which meets the architectural graduation requirements. It is also
essential that students have finished all prior courses and projects and to have collected sufficient credits.
Period of Education 1 year
Page 576 of 1045

Year 2022/2023
Page 577 of 1045

Year 2022/2023
MSc 3 and 4 CS
Page 578 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 579 of 1045

AR3CS100 Graduation Studio Cross Domain City of the Future 55
Responsible for assignments Dr.ir. R. Cavallo
x/x/x/x 8 hours/week (2.6-2.10, 3.1-3.10, 4.1-4.10)
Education Period 1
2
3
4
Start Education 1
Exam Period none
Expected prior knowledge MSc1 & MSc2
Course Contents This Graduation Lab is a special thesis laboratory for students that would like to develop their own (design and/ or research)
fascinations in a multidisciplinary setting. Students with different backgrounds and from different TU Delft MSc tracks will
work on common challenges sharing insights, approaches and methodologies proper of their own disciplines. While doing that,
students work together to enrich their own graduation pathway, setting up and developing workshops, lectures, excursions and
visiting critics.
The students of this Graduation Lab are responsible for the program and the agenda through the thesis period. They are expected
to work together as much as they possibly can, because mutual critic and collaboration is one of the important means of
education in this lab.
The seminar Cross Domain City of the Future (AR3CS021), shared with students coming from other MSc tracks, is included in
this course - no need to enroll for that.
Study Goals The study goals are dependent on and consistent with the graduation track of the individual student. For MSc Architecture
students, the study goals are as follows.
The student:
- has skill in architectural design satisfying both aesthetic and technical/functional requirements
- has appropriate knowledge of urban and spatial planning and associated techniques
- has insight into the relationship between people and architectural constructions and between architectural constructions and
their environment, as well as the need to gear architectural constructions and the spaces between them to human needs and
standards
- has appropriate knowledge of the industries, organisations and procedures that play a role in the conversion of designs into
buildings and the incorporation of plans into urban and spatial planning
- has appropriate knowledge of and insight into decision-making procedures and processes
Education Method This is a student driven graduation laboratory. The educational method is therefore to be developed by the students in
conversation with each other and the coordinators. The assumption is that studio instruction will be the primary teaching method.
Students will guide their own studies and determine their own learning styles.
Assessment (P1) Interim mid-term evaluation (week 1.10)
(P2) Go-No go assessment (weeks 2.9/2.10)
(P3) Progress review (week 3.8/3.10)
(P4) Go-No go assessment (week 4.4/4.5)
(P5) Public final presentation and diploma ceremony (week 4.9/4.10)
P2 is a Go-No go examination that determines the students ability to to proceed to the final part of the studio.
P4 is a Go-No go examination that determines the student's ability to proceed to the public graduation presentation and ceremony
(P5).
All the criteria for the evaluation are explained in the graduation manual and will determine the final mark obtained for the entire
graduation studio.
Period of Education Fall Semester MSc3 (Q1, Q2), Spring Semester MSc4 (Q3, Q4)
Page 580 of 1045

Year 2022/2023
Resilient Rotterdam Graduation Studio - Veldacademie
Page 581 of 1045

Year 2022/2023
MSc 3 and 4 Resilient Rotterdam Studio
Page 582 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
design problems.
Quality of writing;
Page 583 of 1045

AR3RE100 Resilient Rotterdam Graduation Studio - Veldacademie 55
Course Coordinator Dr.ir. M.J. van Dorst
Responsible for assignments Dr.ir. M.J. van Dorst
Contact Hours / Week 8 Hours per week
x/x/x/x
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Course Contents A resilient city is prepared for the unpredictable future, this counts for the physical environment and the social environment. The
Physical city consist of the designed or (wo)men made environment and the natural environment. The social environment
consist of individuals, all the social layers (formal and informal), a cultural layer, governance, etcetera. Resilience is a dynamic
concept.
So, for a designer of a resilient city (architect, urban and landscape architecture) there are two aspects key. First the knowledge
and now-how on how your design facilitates the social environment. Secondly, the awareness of the temporal aspects, as the city
of today is not the city of tomorrow.
In this graduation studio, designing for a resilient Rotterdam is very much content based by the follow elements:
-It is a Veldacademie studio, in which students will be working on site within a local network. Getting close to reality and the
willingness to make a change in the world is dominant in the approach.
-This studio is part of the TU Delft, Erasmus University and Erasmus Medical Centre convergance program titled Resilient
Delta. This network will be actively used so students can get in touch with researchers, the municipality and other actors that
work on (social) resilience in Rotterdam.
-The knowledge developed in the studio is brought into the debate about actual city development, through publications, events
and conferences in which students play an active role.
The studio is design driven, yet the complexity of social-spatial reality of Rotterdam also imply an in-depth research. The
research will facilitate the design and has a multi-method approach, consisting of mapping, interviews, observations.A resilient
city is prepared for the unpredictable future, this counts for the physical environment and the social environment. The Physical
city consist of the designed or (wo)men made environment and the natural environment. The social environment consist of
individuals, all the social layers (formal and informal), a cultural layer, governance, etcetera. Resilience is a dynamic concept.
So, for a designer of a resilient city (architect, urban and landscape architecture) there are two aspects key. First the knowledge
and now-how on how your design facilitates the social environment. Secondly, the awareness of the temporal aspects, as the city
of today is not the city of tomorrow.
In this graduation studio, designing for a resilient Rotterdam is very much content based by the follow elements:
-It is a Veldacademie studio, in which students will be working on site within a local network. Getting close to reality and the
willingness to make a change in the world is dominant in the approach.
-This studio is part of the TU Delft, Erasmus University and Erasmus Medical Centre convergance program titled Resilient
Delta. This network will be actively used so students can get in touch with researchers, the municipality and other actors that
work on (social) resilience in Rotterdam.
-The knowledge developed in the studio is brought into the debate about actual city development, through publications, events
and conferences in which students play an active role.
The studio is design driven, yet the complexity of social-spatial reality of Rotterdam also imply an in-depth research. The
research will facilitate the design and has a multi-method approach, consisting of mapping, interviews, observations.
Study Goals By the end of this course:
The student can do a social-spatial research for a complex assignment;
He or she can present to and discuss with local professionals and citizens on what spatial interventions are needed to come to a
resilient city;
Gained knowledge is applied in a design in which an extensive functional and technical elaboration has been realized at all
levels, from urban to detailing;
The student delivers a design that lives up to the end terms of his or her MSc tracks.
Education Method There will be a set of lectures by local actors, a workshop on fieldwork and interactive sessions with different teachers involved
(form TU Delft and the Veldacademie). Students work in an interdisciplinary group, on site
Assessment Design process and product will be assessed. Design process on the way how one does inquiry in combination with designing
and to what extent the student is capable to incorporate new information. The product is assessed on the relation between design
products and the given context (social and physical).
Page 584 of 1045

Year 2022/2023
variant Building Technology
Page 585 of 1045

Year 2022/2023
Page 586 of 1045

AR1B011 Bucky Lab Design 10
Course Coordinator Dr.ir. T. Klein
Responsible for assignments Dipl.-Ing. M. Bilow
Education Period 1
2
Start Education 1
Exam Period none
Course Contents The focus of the semester is an innovative building construction or facade design for an architectural related building, this may
be a part of a building, a pavillion or a facade. The task is a building component or a facade product in which all the important
technical and architectural aspects of a building are integrated. The first three weeks students individually research and analyse
the assignment in order to come up with an innovative concept. The remaining weeks of the semester are dedicated to a design
by research process in which all the main aspects of the design, from applied mechanics, material properties to production
techniques are researched ending in an integrated final design.
After the concept and design & engineering phase we will set up our mobile workshop and will build the concepts in a full scale
prototype.
The course will be finalised by a review of the prototype - possible improvements and changes will be summarised in the report
as also the overall process of the semester. The final product will be presented in a public presentation.
Study Goals The student has a basic understanding of the field of science of Building Technology.
The student is able to design a building component understanding the relation between design, society, realisation,
materialisation and functioning.
The student is able to test and evaluate the design on functioning and performances.
The student is competent in collaborating with fellow students.
The student has gained the skills to build concept and presentation models in oder to help visualising their concept and ideas to a
non expert audience.
The student is able to visualise a complex system in an infografic.
Education Method We follow the methods of Design by research - but will also stimulate to experiment, brainstorm and out of the box thinking.
Failure is always an option in order to find the best possible solution to the problem.
We strive for a high pace of idea creation in the first phase, try everything in order to be sure that the chosen concept is really
the best.
Computer Use The students are asked to use a wide range of software on their personal computers.
Assessment Individual report of innovative concept and reports in team of 3-4 students of design by research process from concept to final
The building / making of a full scale 1:1 prototype during the building weeks.
Design 80 %
Model 20%
First three weeks innovative concepts individualy, remaining period teams of 3 to 4 students collaborating to final design. We
will ask to sketch by hand till the elevator pitch / mid term presentation.
We will work in the mobile Bucky Lab workshop under guidance of experts. Safety is key therefore we ask for personal safety
shoes that at least suffice to a S1 level - which consist of a toe cap. For future use on building sites we highly recommend S2
level which are waterproof and therefore better suited for any kind of building site inspections.
Page 587 of 1045

AR1B022 Climate Design 5
Instructor Dr. R.M.J. Bokel
Instructor Prof.dr.ir. A.A.J.F. van den Dobbelsteen
Instructor Dr.ir. M.J. Tenpierik
Instructor Dr. L.C.M. Itard
Instructor Prof.dr.ir. P.M. Bluyssen
Instructor Ir. C.J. Janssen
Instructor Dr. E. Brembilla
Instructor Dr.ir. A.C. Boerstra
Responsible for assignments Prof.dr.ir. A.A.J.F. van den Dobbelsteen
Contact Hours / Week 6 hours per week in week 1.1/1.3/1.5/1.7
x/x/x/x 4 hours per week in week 1.2/1.4/1.6/1.8
3 hours in week 1.10 (exam)
Education Period 1
Start Education 1
Exam Period 1
2
Expected prior knowledge Basically the Bachelor Bouwkunde is the starting point for this course and we expect students to remember (or being able to
catch up) most of what was taught on building physics, building services and sustainable design in this program.
We aim to make self-assessments for students available at the start or during the programme, which will direct them to study
material to catch up on the basic knowledge on climate design.
Please note: make sure that your are informed in advance about the expected prior knowledge.
The main topics as basic knowledge are addressed below:

-Knowledge of Physics and Mathematics at Dutch pre-university diploma level (VWO natuur en techniek) or equivalent: A-
Level Mathematics and A- Level Physics.
-Basic knowledge of Sustainable Design, Climate Design, Indoor Environment, Building Physics and Building Services:
oSustainable design.
Refer to: Jón Kristinsson, Integrated Sustainable Design, Delft/Deventer 2012. This book will (soon) be available on
www.kristinssonarchitecten.nl
oindoor air quality, heating, ventilating and air-conditioning systems.
Refer to: All you need to know about air conditioning the how and why of heating, ventilating and air conditioning in a nutshell
by P.M. Bluyssen (Delft Academic Press) and All you need to know about indoor air A simple guide for educating yourself to
improve your indoor environment by P.M. Bluyssen (Delft Academic Press).
oDaylight, thermal comfort and sound.
Refer to: "Building Physics" by A.C. van der Linden (2nd edition, English), chapters 4, 5 and 10. This book will be available on
https://klimapedia.nl/leerbundel/basics-of-building-physics/.
oHeat and moisture transfer, ventilation and solar radiation.
Refer to: "Building Physics" by A.C. van der Linden (2nd edition, English), chapters 1, 2, 6 and 7. This book will be available on
https://klimapedia.nl/leerbundel/basics-of-building-physics/.
Course Contents This course will give a full overview of health, comfort, building physics, HVAC systems and sustainable climate design
necessary for Building Technology students.
The course focusses on content knowledge primarily, linking the research-focused Research and Methodology course, the
design&build-focused Bucky Lab Design course and the more specialised climate design courses offered during the MSc2 and
on.
Study Goals The student will be able to:
- describe and explain the design performance indicators for sustainable, healthy, and comfortable buildings and urban
environments;
- explain the various types of energy systems at building, neighbourhood and city level including their effects on a sustainable
development;
- optimise the energy performance and Indoor Environmental Quality (IEQ) of buildings and building designs;
- make a conceptual design of HVAC systems in order op optimise energy and IEQ performances;
accounting for the interactions and relations between occupant, indoor environment, energy systems and building.
Education Method As didactic means this course will combine lectures, demonstrations, simulations, exercises, lab tests, as well as excursions.
Students work individually and sometimes in groups.
Literature and Study Literature and Study Materials will be made known prior to the start of the course in Brightspace.
Materials
Assessment Written examination and an Analytical assignment.
Period of Education Quarter 1 of the first semester
Minimum number of Not applicable.
participants
Maximum number of Not applicable.
participants
Page 588 of 1045

AR1B023 Sustainable Architectural Materials and Structures 5
Instructor Dr.ir. F.A. Veer
Responsible for assignments Ir. P.G. Teeuw
Contact Hours / Week 5 hours a week from week 1.1 - 1.7
x/x/x/x 3 hours week 1.9 (exam)
Education Period 1
Start Education 1
Exam Period 1
2
Expected prior knowledge
Knowledge of physics and chemistry at Dutch pre-university diploma level (VWO natuur en techniek), equivalent to:
- A-Level Chemistry - Core Text Fourth Edition 4th Edition
- A Level Physics Fourth Edition 4th Edition
Knowledge of Structural Mechanics: Statics and equilibrium of forces, centroids and moment of inertia, reaction forces of
statically indeterminate beams, bending and shear force diagrams, stresses due to normal force, bending moments and shear
forces, deformations of beams, buckling of columns. Refer to: "Mechanics of Materials" by J.M. Gere (9th edition, SI edition,
English).
Please note: make sure that your are informed in advance about the expected prior knowledge.
Course Contents The Sustainable Architectural Materials & Structures course equips students with the skills to develop efficient structures at
conceptual stage, make appropriate materials choices and design structural elements and structural systems with these materials.
This course also provides a foundation for the more advanced courses on materials and structures in subsequent parts of the BT
master programme. It consists of a series of lectures and associated workshops in order to:
- Cover the basic principles of practical design of typical architectural structures, with applications across a range of commonly-
used materials.
- Establish links between materials science and structural mechanics (taught in bachelor courses) towards the practical goal of
designing safe and sustainable structural systems.
- Demonstrate the importance of appropriate design decisions on materials choice and structural form at concept stage and the
use of simple effective tools to generate efficient design options.
- Provide the knowledge and tools required to evaluate the safety and sustainability of structural materials and systems.
Study Goals On successful completion of this course students should be able to:
- Understanding the principles of conceptual structural design and fundamental material science.
- Create viable early-design-stage options of structural forms and material choices for given realistic scenarios.
- Applying simple hand calculations and simple supporting software to support building design choices on materials and
structural form.
- Evaluate the efficiency and appropriateness of the different options of materials choices and structural forms for building
design.
- Design safe and sustainable structural elements and structural systems underpinned by more detailed calculations.
Education Method Lectures and associated workshops.
Literature and Study Study material will be provided on Brightspace and www.restruct-group.tudelft.nl
Materials
Assessment Written examination
Period of Education Quarter 1 of semester 1
participants
participants
Page 589 of 1045

AR1B024 Introduction to Computational Design 5
Course Coordinator Dr. S. Asut
Course Coordinator Prof.dr.ir. I.S. Sariyildiz
Instructor Prof.dr.ir. I.S. Sariyildiz
Instructor Prof.dr.ir. P.J.M. van Oosterom
Instructor Ir. F.J. Gouwetor
Instructor Dr. S. Asut
Instructor Dr. A. Rafiee
Responsible for assignments Prof.dr.ir. I.S. Sariyildiz
Contact Hours / Week 6 hours per week starting from week 2.1 and ending in 2.4. (half morning & afternoon)
x/x/x/x 6 hours per week starting from week 2.7 and ending in 2.9. (half morning & afternoon)
2 hours on week 2.10 (morning)
Education Period 2
Start Education 2
Exam Period none
Course Contents This course aims to introduce the uses of computational design methods within an integrated workflow. It is a hands-on design
course in which the students develop skills by working on a design assignment. The course introduces the students to a series of
practical workshops each of which focuses on a specific application such as gathering environmental data, developing spatial
designs, implementing performance analyses and digital fabrication. They are then asked to integrate all of these applications
within a comprehensive workflow to design, analyze, prototype and present a small scale architectural product.
The course content is composed of the following topics:
1. Introduction to Computational Design (Computational Spatial Geometry, Algorithmic Design, Visual Programming).
2. Data and Information Models (Spatial Data Acquisition, Database and Information Models).
3. Performance Based Computational Design (Using algorithms for Performance Analysis, Design Iterations towards
Rationalization).
4. Digital Materiality (CAD/CAM, Physical Computation).

Study Goals 1. Understand the uses of digital technologies in the design and production of the built environment.
2. Understand spatial data acquisition techniques.
3. Use database and information models for design development and analysis.
4. Formulate algorithms to generate solutions to architectural design and building engineering problems.
5. Create visual programs for design development, analyses and fabrication.

Education Method Workshops: The students will work on the design assignments in groups and under the supervision of the tutors.
Lectures: The students will join lectures which will be given on the campus.
Self-paced Tutorials: The students will follow custom made online learning materials such as video tutorials and manuals.
Self-study: The students will study individually or in groups to work on the course exercises.
Assessment Design Examination - Midterm (30 %)
Design Examination - Final (50 %)
Participation (20 %)
Period of Education Semester 1, Quarter 2
Concept Schedule The workshops will be on Wednesdays as follows:
Week 2.1 to 2.4: 1.5 day-parts (morning & afternoon)

Week 2.7 to 2.9: 1.5 day-parts (morning & afternoon)
Week 2.10: 0.5 day-part (morning)
Minimum number of NA
participants
Maximum number of NA
participants
Page 590 of 1045

AR1B032 Research and Methodology 5
Course Coordinator T. Konstantinou
Responsible for assignments Prof.dr.ing. U. Knaack
Contact Hours / Week 4 hours a week in week 2.1 / 2.4 / 2.7 till 2.10
x/x/x/x 8 hours a week in week 2.3 / 2.3
Education Period 2
Start Education 2
Exam Period none
Course Contents In this course students become acquainted with research methods applied in Building Technology, which deal with the issues of
building design and research, not as competing activities but rather as complementary. Research is a way to generate new
insights and new concepts for design in a systematic way, explore new realms and finding answers beyond the state of the art. It
is the cornerstone on which all progress in our modern society is founded. Research methods show us the way how to conduct
research in a systematic and reliable way. In this course you will learn how to execute a technical-scientific research framework
for experimental research, simulations, surveys, case studies and research through design; and how to consistently and coherently
report the results of such research.
In the first part, the students learn about different research methods and apply some of them in practical exercises. Moreover,
they learn to consistently and coherently report the results of such research.
During the second half of this course, based on the Bucky Lab Design project and/or the other MSc1 courses and/or the student's
own fascination, the students individually conduct a literature study on a chosen topic, resulting in a scientific (review) paper.
Study Goals After successfully completing this course the student should be able to:
- explain scientific integrity and outline ethical issues when doing research.
- execute and report on a technical-scientific research framework for experimental research, simulations, surveys, case studies
and research by design;
- analyse a selected topic, in a consistent, coherent and well-structured review paper, with proper referencing;
- interpret the complex relationship between research and design as two aspects within building technology;
Education Method Lectures, practical workshops, group tutorings and self study.
Literature and Study Literature and Study Materials will be made known prior to the start of the course in Brightspace.
Materials
Assessment Writing assignment:
Review paper, report of the experiment.
Period of Education Quarter 2 of semester 1
Concept Schedule The First 4 weeks, before the building weeks of the Bucky Lab Design course, will be about research methods, the last 4 weeks
will be the paper writing.
participants
participants
Page 591 of 1045

Year 2022/2023
Page 592 of 1045

Year 2022/2023
Compulsory Choice
Page 593 of 1045

Course Coordinator Dr.ir. J.E.P. Smits
Responsible for assignments Dr.ir. J.E.P. Smits
Contact Hours / Week Week 3.2/3.3/3.5/3.6/3.8/3.9 - 2 hours per week = 12 hours
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents Bridge Design; an integral approach through landscape, architecture and structure.
The design of bridges is a fascinating field of work. Whether it is a simple crossing or an intricate steel structure; a bridge
appeals to the imagination. Bridges overcome barriers, create connections and bring people together who were thus far separated.
Whether a bridge is part of an urban context or a landscape setting, bridges are symbols of culture that deserve the attention of
good designers.
The attention for the aesthetic design of infrastructure is growing since the 90s. Bridges are no longer seen as mere functional
objects. For a long time, the design of infrastructure works have been the sole domain of the engineer. Nowadays bridges,
viaducts, tunnels, and even whole road designs have obtained a renewed interest from architects, landscape architects and urban
planners. Yet the number of architects and landscape architects with a solid portfolio in this area is limited. Engineering
companies that specializes in bridge design lack the skills to make an aesthetically pleasing design that is firmly embedded in the
context and forms part of a public space of high quality.
Bridge Design' is an elective in MSc2 and is meant for students in the master tracks of either Architecture, Urbanism, Landscape
Architecture and Architectural Engineering + Technology. CiTG or ID students are also welcome. The course focuses on the
design of bicycle bridges. The design process stretches from the integration of the design in the urban or landscape context to the
architectural engineering of the design.
Study Goals The student gets familiarized with the multidisciplinary design process and the different disciplines involved in the design of a
bridge/civil structure.
The student is able to derive design criteria for the bridge/civil structure from the spatial and societal context.
The student is able to structurally elaborate a conceptual design of a bridge/civil structure.
The student acquires knowledge of the different disciplines involved in the design of a bridge/civil structure such as: landscape
design, urban design, architectural design and structural design.
Education Method Lectures,
Design studio,
Masterclasses from renowned bridge designers,
Students work in small multidisciplinary groups, in which different aspects of the assignment are addressed.
Assessment Oral presentation and final report.
+ Posters or slides with texts, drawings and images.
+ physical models.
Assessment by the course manager and other lecturers.

Period of Education Q3, Wednesdays:
3.1 Wednesday all day; MANDATORY excursion

3.2 Wednesday afternoon; tutoring
3.4 Wednesday all day; MANDATORY masterclass 1
3.10 Wednesday all day; MANDATORY final presentations
Concept Schedule Wednesdays
Week 3.1/3.4/3.7/3.10 - 8 hours per week = 32 hours
Page 594 of 1045

Course Coordinator Ir. S. Broersma
Instructor Dr.ir. L.J.J.H.M. Gommans
Instructor T. Blom
Contact Hours / Week Week 3.1-3.9
x/x/x/x 4 hours per week
Education Period 3
Start Education 3
Exam Period none
Course Contents
The urgent (inter)national issue of an energetically poor performing existing building stock is the subject of Zero Energy Design.
Within the assignment, an existing residential building block has to be transformed into a zero energy building. The focus of the
course lies on a well-integrated climate design/energy system with the ambition of energy neutrality and beyond. With the
successive steps of reducing the demand, re-using waste streams and producing the remaining demand on site with renewables
(of the New Stepped Strategy), a combination of smart measures has to be defined to reach this goal. Smart energy connections
with the surrounding built environment will also be considered.
With an energy potential mapping analysis of the neighbourhood and an energy performance calculation program, tools are
provided to quantify and prove the final energy performance. To become energy neutral, not only the building related energy (for
HVAC: Heating, Ventilation and Air-conditioning) but also the user- and material related energy have to be compensated for by
sustainable production at site, making the goal a real challenge.
Study Goals
The student is able to:
- develop an integrated energy-neutral climate design
- make energy calculations and optimize the energy performance of a building
Education Method
Lectures, interactive lectures, excursion, computer exercises, writing a report, presenting.
The assignment will be completed in groups of 2 or 3. A BSc. in Architecture is highly preferred and recommended (design
skills).
Assessment
Knowledge of the theory is tested through a report and an oral presentation.
Concept Schedule Monday afternoon
participants
Page 595 of 1045

AR0133 Technoledge Glass Structures 5
Course Coordinator F. Oikonomopoulou
Instructor Dr.ir. F.A. Veer
Instructor F. Oikonomopoulou
Instructor mr. J.D. O'Callaghan
Education Period 3
Start Education 3
Expected prior knowledge AR1B021 Bucky Lab Engineering - the parts: Structural Mechanics + Material Science
or
AR1B023 Sustainable Architectural Materials and Structures
Course Contents In many famous architectural works, it is the structure and materiality of the building that manifest the projects innovation. In
such works, the structural system of the building becomes the primary form of expression. Ergo, the ability to understand the
principles of structural engineering and design, and the motivation to experiment with new types of structures and materials are
invaluable assets for both architects and structural engineers.
Towards this goal, the elective of Technoledge Structural Design aims to bridge the gap between architects and structural
engineers and familiarize students with the basic and some advanced skills required to successfully design structures via the
design, construction detailing and structural verification of a column-free, long-span structure made primarily of glass (including
for its load-bearing structure).
The use of a novel, non-conventional structural material like glass highlights the need for integrated thinking when designing a
structure, having to take into account not only the strength of the material when dimensioning the individual elements, but also
limitations linked to its manufacturing and processing processes and the need for redundancy in the design. Besides the structural
verification, special attention is given to the assembly order of the structure, as well as on the design of the key connections to be
visually discreet and most importantly, allow for the desired load transfer.
The course evolves around the (structural) design assignment, which is done in groups of max. 3 students. Each year the design
assignment is different: previous examples include the design of a full-glass observatory for the Aurora Borealis in Iceland, of a
transparent protective shelter for the temple of Hagar Qim in Malta and of a glass museum for the Khufu boat in Egypt. The
students are asked to develop their own design solution and apply to it the fundamentals of long-span structures and structural
glass, which are introduced through a series of lectures. The development of the design is guided during the weekly studio
sessions by one-to-one consultations with the instructors. The consultations during studio sessions, as well as the weekly
lectures, tackle the following aspects of the structural design solutions: architectural and structural design, built-up of
components, assembly sequence of the structure, risk analysis, design of connections, sustainability and structural verification
through numerical modelling and/or hand calculations.
During the course, the students give 3 presentations: one on their initial design idea, a mid-term presentation and a final
presentation. Through these presentations the students can receive formative feedback from all tutors as well as from their peers
on their work. The final assessment of the students work is based on their design progress, final presentation and final report.
Study Goals After successfully completing this course the student is able to:
- design and engineer a safe and feasible structure on a basic (MSc2) level;
- apply non ordinary materials, like glass, within a loadbearing structure;
- solve practical challenges related to the engineering and construction of a glass structure.
Education Method Lectures and Studio Consultancy Sessions
Assessment Final presentation and final report
Period of Education 3rd quarter
participants
Page 596 of 1045

AR0134 Technoledge Façade Design 5
Course Coordinator Ir. A.C. Bergsma
Instructor Dr.ir. T. Klein
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Summary The course Facade Technology focuses on specific and changing design and research topics relevant to the facade industry and
architectural practice and consists of lectures from TU Delft and experts from practice and several excursions. This course is one
of the Technoledge elective courses of the BT Master track. The course is also open as a free elective course for architecture
students and students of CiTG.
Course Contents
The facade is one of the most technically challenging, complex and multidisciplinary parts of a building. The building envelope
not only defines the appearance of the building and its architectural expression, but it also determines how the building
technically functions in terms of comfort, energy performance, sustainability and safety. Besides these technical aspects, the
envelope also plays an important role when it comes to investment costs and operating costs of a building. Because of the many
aspects that have to be dealt with when designing and constructing a façade, the façade is one of the most complex and integrated
parts of a building. Because so many disciplines are involved, from architecture to building physics, facade engineering, costs
and construction, working in design teams and good cooperation is essential to create excellent, integrated façade concepts.
The courses Technoledge Façade Design and Future Envelope focus on specific and changing design and research topics
relevant to the façade industry and architectural practice and consist of lectures from TU Delft and experts from practice and
several excursions.
The course Technoledge Façade Design is one of the 2nd semester Technoledge elective courses of the Building Technology
master program. The course is also open as a free elective course for students of Civil Engineering. The course Future Envelope
is a free elective course for architecture students.
General planning:
The content of the course program is split into two main consecutive parts: Part A and Part B. Part A runs from week 1 to 5
(Tuesdays and Fridays). Part B runs from week 3.5 to 3.10 (Tuesdays and Fridays). Both Parts A and B consist of several
lectures, excursions and a 4-5 weeks assignment. Content-wise these parts are interrelated during the course.
Students that have enrolled for the course Technoledge Façade Design (AR0134, 5 ECTS) will have to go through both Parts A
and B.
The courses aim at knowledge application and design integration, as well as creation of awareness of the complexity of façades.
In general, there will be several (thematic) lectures on weekly basis. Then, mostly in the afternoon, these lectures will be
followed by studio work and/or company visits. During these afternoon studio sessions students can work on the assignments,
under supervision of the experts and teachers involved. Part A focuses on a thorough façade analysis of an existing building
making use of 3D and VR techniques. Part B focuses on a façade redesign of this analysed project with strong research focus.
Lectures:
A major part of the course consists of several lectures organized by the Faculty of Architecture, the Faculty of CiTG and several
partners from industry. These partners are the VMRG, the KCG, several façade manufacturers, product manufacturers and
engineering offices.
Excursions:
Lectures and studio work are combined with excursions to construction site and product manufacturers. For these excursions
students will have to pay a contribution of max. 30 euros pp.
Study Goals The student is able to list and describe presented theory and knowledge on quality control, engineering and production processes
of façade manufacturing, wind- and water tightness of facades, structural aspects and use of glass in facades.
The student is able to analyze and explain different façade concepts, designs and details in terms of construction method,
building physical and fire safety aspects, structural mechanisms, material behavior, climate aspects and quality.
The student is able to make façade designs and concepts that are coherent, integrated and feasible in terms of building physical,
structural and constructional aspects.
The student is able to present his/her work using the appropriate drafting techniques and new 3D presentation and analysis
techniques such as VR.
Education Method Design studio work: approx. 100 hours
Lectures: approx. 2 - 4 hours per week
Excursions: approx. 2 days
Self study (with possbility for consults): approx. 72 hours
Self study (without consults): approx. 40 hours.
Literature and Study - literature according to course description
Materials - as part of the course several excursions will be planned. In order to finance transport by bus students have to pay a contribution
of max. 30 euros pp.
- literature according to course description on brightspace
Assessment - 1 facade analysis assignment (part A)
- 2 design/research assignment (part B)
Final grade is average result of part A and part B.

Exam Hours no written exam
Special Information Arie Bergsma
a.c.bergsma@tudelft.nl
Concept Schedule Tuesday afternoon and Friday morning (first 5 weeks also limited in the afternoon)
participants
Course evaluation
For the course evaluations see: http://kwaliteitszorg.bk.tudelft.nl/
Page 597 of 1045

AR0137 Technoledge Health and Comfort 5
Course Coordinator Dr. R.M.J. Bokel
Instructor Prof.dr.ir. P.M. Bluyssen
Instructor Dr. E. Brembilla
Instructor Dr.ir. A.C. Boerstra
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Required for BT Master (two of the Technoledge courses are obligatory to graduate in the BT-track)
Expected prior knowledge Some knowledge of Building Physics/ Climate Design.
Course Contents A building is in theory designed to have the best possible indoor comfort, in practice, however, this is not always realised. This
course focuses on indoor comfort and the associated physiological concepts. You will learn the cutting edge theory on indoor
comfort through lectures from the experts. You will practice with these theories through measurements of the indoor comfort
aspects: visual quality, indoor air quality, acoustical quality and thermal quality. You will apply this knowledge in a. an existing
building to assess the quality of the indoor comfort and relate the indoor comfort to the design of the building and suggest
improvements or b. execute a research project on indoor comfort.
Study Goals The student is able to:
- explain the current theories on indoor air quality, visual quality, thermal quality and acoustical quality
- analyse relevant scientific literature on indoor comfort and write a consistent and coherent scientific report on this topic
- assess the indoor comfort of an existing building and suggest improvements
or execute a research project on indoor comfort.
Education Method Lectures
Measurements
Literature study
Discussions
The first two/three weeks are individual work, the other weeks is group work.
Computer Use Simulation programs
Literature and Study Holistic perspective and Indoor air quality:
Materials 1. Bluyssen, P.M. (2015) All you need to know about indoor air, A simple guide for educating yourself to improve your indoor
environment, Delft Academic Press.
2. Bluyssen, P.M. (2009) The Indoor environment handbook - How to make buildings healthy and comfortable, Earthscan,
Routledge, London.
Chapters 1, 2, 3
3. Bluyssen, P.M. (2013), The Healthy Indoor Environment How to Assess Occupants Wellbeing in buildings, Earthscan,
Routledge, London.
Chapters 6, 8
Acoustic comfort:
1. Salter, Ch.M. (1998), Acoustics Architecture Engineering the Environment, William Stout Publishers, San Franscisco.
Chapters 2, 3, 4 and 6
2. Nijs, L. and Vries, D. de (2005), The Young Architects Guide to Room Acoustics, Acoustical Science and Technology 26 (2):
229-232.
3. Knowledge Base Building Physics, module A11- Speech intelligibility
Thermal comfort:
1. Nicol, F., M. Humphreys and S. Roaf (2012), Adaptive thermal comfort Principles and practice, Routledge, New York.
Chapters 1,2,3,4, 5 and 8
or
2 .Stanley Kurvers and Joe Leyten, Indoor Climate and Adaptive Thermal Comfort (in press, Dutch version on Klimapedia:
https://klimapedia.nl/publicaties/adaptief-thermisch-comfort/)
Chapters 1, 2, 4, 8, 10
and
3. Parsons, K. (2003) Human thermal environments. Oxford: Blackwell (digitally available through TUDelft library)
Chapter 2: The human heat balance equation and the thermal audit
Visual comfort:
1. Baker, N., K. Steemers (2002), Daylight design of buildings A handbook for architects and engineers, Taylor & Francis Ltd,
London.
Chapter 10: Daylight, comfort and health
Assessment Written examination of the four different indoor comfort aspects (thermal comfort, acoustical comfort, indoor air quality and
visual comfort). This consists of 4 individual homework assignments in the first 2/3 weeks graded pass/fail.
Writing assignment (final report) supplemented with an oral presentation, group work.
Elective Yes
Tags Adventurous
Fieldwork
Group work
Involved
Modelling
Small groups
Concept Schedule Monday (lectures and presentations)and Wednesday morning (consults)
Leerstoel All chairs of the section Energy&Climate Design.
participants
Course evaluation
For the course evaluations see: http://kwaliteitszorg.bk.tudelft.nl/
Page 598 of 1045

AR0138 Technoledge Design Informatics 5
Instructor Ir. F.J. Gouwetor
Instructor Dr. S. Asut
Contact Hours / Week 4 hours per week starting from week 3.1 and ending in 3.4. (afternoon)
x/x/x/x 6 hours per week starting from week 3.5 and ending in 3.8. (half morning & afternoon)
2 hours per week starting from week 3.9 and ending in 3.10. (afternoon)
Education Period 3
Start Education 3
Exam Period none
Expected prior knowledge The students are expected to have basic skills in parametric modelling and visual programming with Rhino/Grasshopper. The
students who have successfully completed the Introduction to Computational Design course (BT MSc 1) should already have the
expected prior knowledge and skills.
Course Contents This course aims to introduce digital and robotic fabrication technologies in an integrated computational design to production
workflow. It is a hands-on design and build course. The students are introduced with a series of computational design methods
and digital fabrication technologies. They develop know-how and skills on these methods and technologies by practicing them in
a small scale architectural design assignment. The focus of the assignment is primarily on geometry and materiality. They are
asked to develop a design by using computational methods and to prototype it by using an industrial robot arm. The students of
this course will have access to Lama (Laboratory for Additive Manufacturing in Architecture) to use the robot arm and other
equipment here for the course activities.
The course content is composed of the following topics:
1. Visual Programming in Architectural Design (Spatial Geometry in Digital Modelling, Parametric Modelling, Form Finding).
2.Design to Production through Digital Technologies (Generating Fabrication Data through Parametric Models, Organizing and
Analyzing Data through Spreadsheets, Using a Scripting Language for Fabrication).
3. Fabrication with Industrial Robots (Parametric Robot Programming, Industrial Robot Programming and Simulation, Industrial
Robot Operation)
Study Goals 1. Develop an architectural design by using parametric modelling and visual programming methods.
2. Create a robot program by using parametric and offline robot programming methods.
3. Build a spatial prototype by using an industrial robot arm.
4. Create a robot simulation.
5. Use a computer script to extract, transfer and organize data.

Education Method Workshops: The students will work on the assignment in groups and under the supervision of the tutors.
Self-paced Tutorials: The students will follow custom made online learning materials such as video tutorials and manuals.
Laboratory: The students will exercise robotic fabrication at the laboratory during scheduled self-study times.
Self-study: The students will study individually or in groups to work on the course exercises.
Assessment Design Examination - Midterm (20 %)
Design Examination - Final (60 %)
Participation / Individual Contribution in the Team Work (20 %)

Period of Education Semester 2, Quarter 3
The students are also expected to follow activities in the lab in addition to this schedule. They are responsible for scheduling
these activities within each team and to solve any possible scheduling conflicts that may affect the other courses they follow.
Leerstoel Design Informatics
participants
participants
Page 599 of 1045

AR0141 CSI Heritage (Conservation, Survey, Investigation of the Built 5
Heritage)
Course Coordinator Prof.dr.ing. U. Pottgiesser
Course Coordinator Dr. B. Lubelli
Instructor Ir. F.W.A. Koopman
Instructor W.J. Quist
Instructor Dr. B. Lubelli
Instructor S. Naldini
Instructor Prof.dr. A.R. Roders
Instructor Prof.dr.ing. U. Pottgiesser
Responsible for assignments Dr. B. Lubelli
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Summary The course CSI Heritage aims to provide students in architecture, and especially those interested in the field of conservation,
rehabilitation and re-use of heritage buildings, with a sound and practical insight in building materials and construction
techniques, including their development and use during time, their properties and degradation mechanisms.
The course contributes to the development of an investigative attitude towards the technical aspects of conservation and
rehabilitation interventions on heritage buildings.
The knowledge gained in the course will support the future architect in guiding the survey of a building, the investigation of the
damage processes, the diagnosis process and the decision on the conservation and rehabilitation interventions.
[C]onservation, concerns interventions aiming at preserving and rehabilitate existing buildings, taking into account not only
technical aspects but also the historic value of the building and its components.
[S]urvey, examines the physical condition of a building, its components and materials and forms a standalone assessment at a
moment in time in order to adequately maintain and plan future interventions and use of a property,
[I]nvestigation, involves the application of a broad spectrum of methods, technologies and sciences to answer those questions of
interest discovered in the survey, in order to identify specific causal links between damages and their origins.
Course Contents The course gives students the opportunity to deal with the technical aspects of survey and investigation on heritage buildings,
with the final aim of integrating them in the decision-making process on the conservation and rehabilitation interventions.
The course will deal with the following subjects:

Materials: history, properties and use of building materials, including both traditional (e.g. brick, natural stone, mortars) and
more recent materials (concrete, glass, plastic)
Construction techniques: specific use of materials and components and their development in time.
Damage processes & diagnosis: survey of the state of conservation, formulation of hypothesis and validation through
investigation and diagnosis of the damage process.
Technology of conservation and rehabilitation interventions on heritage buildings: interventions at both the level of the materials
(e.g. reintegration, protection through surface treatments) and of the building (e.g. intervention against rising damp,
strengthening of the structure)
Study Goals At the end of the course, the student :
has appropriate knowledge of the history of building materials and construction techniques and is able to identify them correctly
in a building;
is able to formulate hypotheses on the damage processes, suggest appropriate investigation methods to come to a diagnosis and
understand the outcomes of research;
is capable to advice on technical aspects of conservation and rehabilitation interventions of buildings taking the historic values
and the future use into account.
is able to document study results visually, in written text and verbally using appropriate technical language
Education Method Lectures, interactive sessions and on-site survey: 36h
Independent study: 104h (74%)
The course consists of lectures, interactive sessions and on-site survey and investigation. Lectures provide background
knowledge to the students, enabling them to approach interactive sessions and on-site work. On-site survey and investigation of
case studies ensure the application of the learned notions in practice through a hands-on approach. Throughout the entire course,
students work in groups on a case study and are tutored accordingly. Students are to meet the teachers to coach them on their
research, but will also coach themselves in groups on different topics. Case study options differ with respect to building materials
and technologies involved, degradation patterns and mechanisms, and type of conservation and rehabilitation interventions
required.
Supported by instructors and different specialists, the students will carry out a survey of the building, develop an investigation
plan, validate their hypothesis through on-site research, come to a diagnosis of the damage processes and give an advice
concerning the interventions related to conservation and rehabilitation of the building.
Course Relations The content of the course is complementary to the content of the Heritage&Values elective. It is suggested to Heritage &
Architecture students to attend both electives.
Literature and Study Reader, journal articles, on-line education material, including recorded lectures, specific lecture material on the selected case
Materials studies
Books Literature and study material will be made known in Brightspace one week prior to the start of the course.
Reader Literature and study material will be made known in Brightspace one week prior to the start of the course.
Assessment Analytical assignment (analysis report on the selected case study).
Concept Schedule Wednesday afternoon
participants
participants
Page 600 of 1045

Course Coordinator Dr. O. Ioannou
Contact Hours / Week Tuesdays from 3.1 to 3.4 is for lectures; 3.5 is for interim presentations; weeks 3.6-3.9 are dedicated to studio work and 3.10 is
x/x/x/x for final presentations. Fridays is time for self study.
Education Period 3
Start Education 3
Exam Period none
Expected prior knowledge A background in design is required.
Summary The course focuses on Circular Building Product Design. It is one of the Technoledge elective courses of the BT Master track.
The course is also open as a free elective course for students from other faculties.
Course Contents Building products are the basic components of the built environment. The choice of materials, subcomponents and their internal
and external interfaces provide them with properties that have a great impact on the life-cycle performance of a building such as
reuse, repair and remanufacturing. As such, they play a crucial role in the transition from the Linear to a Circular Built
Environment.
Our input to students is structured across four domains of inquiry: materials, design, manufacturing and management. Our
intention is to identify key parameters, but also the complex interdependencies of the aforementioned domains.
The course comprises of in-class lectures from selected guests, constant online exchange and in-situ excursions to manufacturing
facilities.
Identify key parameters for making building products circular,
Correlate the key parameters to reason complex domain interdependencies,
Design a circular product or circular product concept by prioritizing key parameters and relations,
Communicate design artefacts and self-evaluation results by using a clear and coherent verbal and visual narrative.
Education Method Lectures, design studio work, blended learning, self study.
Assessment Analysis of benchmark products and context. Conceptualisation of product configurations and functionality. Design of a building
product and its presentation in mock-up and drawings.
Concept Schedule Tuesday mornings between 08:45-12:45 and Friday afternoons between 13:45-17:45.
Leerstoel Building Product Innovation
participants
participants
Course evaluation Analysis of benchmark products and context. Conceptualisation of product configurations and functionality. Design of a building
Page 601 of 1045

Instructor M. Turrin
Instructor Dr. C. Andriotis
Responsible for assignments M. Turrin
Education Period 3
Start Education 3
Exam Period none
Course Contents Computational Intelligence encompasses theory and application of computational methods, techniques and tools that have the
ability to learn based on given datasets, models and tasks. It includes AI comprising machine learning, bringing together
concepts from probability and statistics to programming and optimisation. It is increasingly applied in the building sector, both to
help understand the current status of built environment and to make informed (design) decisions based on predicted future
responses. It mines data and translates them into actionable information. It harnesses and helps understanding information to turn
it into applicable knowledge. This course will focus especially on the potential of Computational Intelligence for Integral Design
in architecture and engineering, intended as a process of integration across disciplines.
In this course you will learn about the current state-of-the-art of Computational Intelligence applied to architectural design and
engineering, and about the theory and fundamental knowledge required to understand how to critically use (and eventually
develop) your own Computational Intelligence tools. Topics of optimisation, probabilistic analysis, and machine learning will be
covered, from distribution fitting and sampling, to regression, neural networks, and evolutionary algorithms, among others. You
will also experience a design process where you will apply such techniques to a small-scale project, developing your design
process with Computational Intelligence methods and tools.
Study Goals After the completion of this course you will be able to:
Critically understand the current state-of-the-art, the potential and limits of Computational Intelligence for architectural and
engineering design;
Understand the theory of and apply basic Computational Intelligence methods, techniques and tools;
Create a concept design by applying Computational Intelligence methods, techniques and tools, especially towards multi-
disciplinary integration.
Education Method The students will be acquainted with and understand the state-of-the-art through lectures and self-study. Theory and basic
application of methods, techniques and tools will be introduced through lectures, practical workshops and self-study. Application
in design processes will be experienced based on self-study, working sessions (with other students), consults with tutors, making
presentations and receiving/integrating feedback. During the course students work in part individually and in part in small
groups.
Wortmann, T., Cichocka, J. and Waibel, C., 2022. Simulation-based Optimization in Architecture and Building Engineering -
Results from an International User Survey in Practice and Research. Energy and Buildings, p.111863.
Ekici, B., Turkcan, O.F., Turrin, M., Sariyildiz, I.S. and Tasgetiren, M.F., 2022. Optimising High-Rise Buildings for Self-
Sufficiency in Energy Consumption and Food Production Using Artificial Intelligence: Case of Europoint Complex in
Rotterdam. Energies, 15(2), p.660.
Pan, W., Sun, Y., Turrin, M., Louter, C. and Sariyildiz, S., 2020. Design exploration of quantitative performance and geometry
typology for indoor arena based on self-organizing map and multi-layered perceptron neural network. Automation in
Construction, 114, p.103163.
Andriotis, C., 2019. Data driven decision making under uncertainty for intelligent life-cycle control of the built environment.
Assessment This course uses two types of assessment: writing assignments and design examination. Specifically, your work will be assessed
by reviewing the following end products:
A short essay on critical positioning and identified opportunities based on the state-of-the-art;
A critical reflection on workshops content, process and outputs;
A presentation and report on the process and results of the design-related project.
Concept Schedule Wednesday
participants
Page 602 of 1045

Course Coordinator D.P. Peck
Course Coordinator Dr.ir. F.A. Veer
Responsible for assignments Dr.ir. F.A. Veer
Education Period 3
Start Education 3
Exam Period none
Expected prior knowledge msc 1 buidlign technology or equivalent
Course Contents basics of sustainable materials and eco based materials selection
Study Goals understand the problems of critical materials and be able to do a correct materials selection allowing for several scenarions
Education Method lectures and workshops
Computer Use laptop required with edupack software
Literature and Study ashby materials and the environment 3rd edition
Materials
Assessment exam
Permitted Materials during book and laptop
Tests
participants 80
80
Page 603 of 1045

Year 2022/2023
Compulsory Choice
Page 604 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 605 of 1045




MSC 2 level.

March 2008
Springer,
Page 606 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 607 of 1045

Year 2022/2023
Free Electives (5 EC)
Page 608 of 1045

Year 2022/2023
AR keuzevakken 2022
Page 609 of 1045

Course Coordinator R. Ordonhas Viseu Cardoso
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Expected prior knowledge Bachelor in Architecture, Urbanism and Building Sciences TU Delft or a Bachelor in a related field. The course is particularly
geared towards students following the Master Architecture, Urbanism & Building Sciences and fits with all tracks.
Course Contents As a student of the built environment or its related disciplines, you most probably have an interest in cities. Your research
concerns and design experiences are mainly focused on urban contexts, and your future outputs, either as academic or
practitioner, can contribute to shape and influence those contexts. Therefore, a wide-ranging discussion about the many aspects,
scales and complexities of urban space should be at the forefront of built environment education. The major questions facing
cities today are far from settled, and heated debates continue about what is a city after all, how it can be defined in times of
reconfiguration at higher spatial scales, how it can be managed and improved in face of growing environmental challenges and
social conflicts, and how its economy can reap the benefits of urban agglomeration and interaction in a way that works for
citizens, firms and organisations. This multiple and integrative perspective on cities is best captured by the broad lens of Urban
Geography.
This course provides an introduction to the massive problems and promises of contemporary cities, allowing you to better frame
your work in larger spatial, social, economic and political urban contexts. You will gain valuable insights about the main
contemporary debates in urban research and learn to recognize, criticize and gather evidence about processes of urban
transformation, in order to become a more grounded and relevant agent of change. In the course, we will discuss and reflect upon
the key themes and thinkers addressing cities as a research concern. Through a variety of active learning means, such as
roundtable discussions, visits, practical assignments and empirical research, you will be introduced to the long tradition of urban
geography, following a thematic approach that sees cities as the outcome as well as a generator of political ideas, economic
processes, flows of people, things and information, and cultural and technological changes. We will also consider the different
definitions and boundaries of the urban and discuss the main trends influencing the future of cities in policy-making, research
and the media.
Study Goals At the end of this course, students should be able to:
- Summarise the key concepts of urbanisation, urban economy, socio-spatial justice, urban networks and governance, and discuss
their role in urban development.
- Apply these concepts critically to existing contexts and identify their implications for urban spaces through illustrative
examples.
- Analyse a real-life urban setting, using the relevant concepts of Urban Geography to support an empirical research question.
- Develop evidence-based arguments about current and future urban transformations in a selected case study and design a
research approach able to explore them.
Education Method Lectures, series of roundtable discussions and self study (readings).
The course is varied and interactive and will be divided in two stages. The first stage covers the main thematic perspectives of
Urban Geography. Alongside dynamic lectures where student participation and open discussion is encouraged, you will develop
and present a series of short assignments about each theme, focusing on your own critical and creative reflections. A series of
roundtable discussions will be arranged, in which you can discuss the results of the assignments supported by the material from
the lectures and the readings. A reading list is available in Brightspace and more guidance will be given in the sessions.
We will oversee the formation of work teams, in preparation for the second stage of the course, in which you will develop a
structured piece of research, based on the key themes of the course and focused on a real-life context. This piece can be
developed through written, visual or mixed means, but the end product must include a presentation and a final paper reporting
and reflecting on the research. The teams will receive close tutoring about their developing work, building upon it to produce
their final contribution.
Literature and Study Mandatory and recommended literature will be mentioned in the quarter guide on the specific Bright Space page.
Materials
Prerequisites Bachelor in Architecture, Urbanism and Building Sciences TU Delft or a Bachelor in a related field. The course is particularly
Assessment A combination of assessment strategies will be applied. The main elements classified at the first stage of the course are active
and informed participation in the discussions (10%) and brief weekly assignments (40%). At the second stage, the elements of
assessment are the final piece of group research (40%) and the quality of the presentation (10%).
A rubric will be used for grading. The rubric will be available on the course specific Bright Space page.
Remarks The maximum marking period is 15 working days.
Concept Schedule The sessions are scheduled Tuesday and Friday afternoons.
participants
participants
Page 610 of 1045

Course Coordinator Ir. J.J.J.G. Hoogenboom
Course Coordinator H.P. Kiksen
Instructor H.P. Kiksen
x/x/x/x
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Summary The student is taught to design and construct a presentation portfolio. This portfolio is presented on-line by means of a web
browser. The portfolio contains a relevant summary of both the education parts followed by the student during the Bachelor and
Master 1 and any extra-curricular activities.
Course Contents At the end of the course, the student will enter the labour market. To present him- or herself the student commonly uses a
portfolio folder, showing the designs made in university. It is important that this portfolio is up to date and shows a selection of
the best designs. By making this portfolio suitable for digital media, the students can easily present themselves internationally.
During this course the student is taught in which way such a digital portfolio can be composed.
During the course, the following aspects will be addressed:

- research on the student's own goals for the portfolio,
- research on existing portfolio for references,
- practice with communicating a message,
- building webpages with HTML, CSS and jQuery,
- take different devices and screen sizes into account,
- graphic design, with emphasis on composition,
- use of colour, fonts and other means to keep the attention of the viewer.
- can make a portfolio for a certain goal and bring this inline with the requirements for addressing the targeted user(s),
- can clearly formulate the goal of the portfolio and the requirements for addressing the targeted user(s),
- can name desired/undesired behavior/style of online portfolios/websites,
- can make use of HTML, CSS and JavaScript,
- takes different screen sizes into consideration while making the online portfolio.
Education Method Lectures: 10 hours
Workshop: 36 hours
Self study: 122 hours
Literature and Study - The brightspace section for this course
Materials
Assessment - Written plan of approach in which the intended portfolio and requirements are described,
- The actual portfolio (ie website),
- Written report about research and design, ending with a reflection on the learning proccess.
participants
participants
Page 611 of 1045

AR0089 (for U, LA, Design in Process, Process in Design 15
MBE students only)
Contact Hours / Week 4 hours per week starting from week 1 and ending in week 9 plus 32 internship hours per week starting from week 1 and ending
x/x/x/x in week 9.
Education Period 4
Start Education 4
Exam Period 4
Course Contents This course is only meant for students from the MSc AUBS tracks of Urbanism, Landscape Architecture, and Management in the
Built Environment.
Current developments such as climate change, energy transitions, technological development and the changing role of
governments mean that a new approach to urban development is required. The complexity of urban issues means that in urban
area developments it is increasingly important to include agility and flexibility in realising plans, collaboration between different
commissioning parties and a cross-disciplinary approach involving all the separate fields of expertise. How can the changes
occurring in society effectively be given direction in this context? After a century of government initiatives, this century is now
needing to find a new balance of tasks between government, market and civil society. According to economist Mazzucato,
private money follows public money. This is certainly true if we look at the large-scale urban challenges. It is important that
government authorities make clear choices and establish policies that express and steer social developments in specified ways,
that they invest and bear the risks in this, and that they safeguard continuity. Identifying and outlining a long-term perspective
contributes to minimising uncertainties and helps to attract investors.
In terms of social relevancy, the role of thinking through issues by the act of design so that process and design lead conjointly to
realisation is a promising prospect. The basic premise for the course is to study the role of planning and design in the complexity
of current urban challenges. The focus is on the roles that actors have within urban development, how information is shared and
knowledge is exchanged, and how this is reflected in the products the designs, master plans and zoning plans that take shape in
the urban development process.
Students have to provide the internship for themselves, without the internship the course cannot be done.
The workshops are compulsory; without participation the student will not be graded.
explain the roles and professional capacities involved in area development;
evaluate the current trends in area development;
analyse the products (master plans, urban design, zoning plans) and processes of area development;
identify new approaches in information and knowledge exchange in area development;
reflect on - and interpret observations in practice and make them part of academic analyses;
demonstrate scientific approaches in developing research questions, methods and the writing of a journal paper according to
scientific rules.
Education Method Internship (4 days per week):
The internship takes minimal 8 weeks in Q4 (can be extended over summer) and can be done in the role of:
-Public perspective;
-Private / co-creation perspective;
-Civil society perspective;
-Design office (mediator, co-creation, consultancy).
We can help the student to find an internship, but the student is responsible for final place of work and arrangements. There
needs to be clear agreements with the place of work on the fact that next to the internship there is also other education and that
for the course there are compulsory workshops.
For the internship a TU Delft format contract is compulsory (maybe the office also has its own contract). It needs to be signed by
the director of education. The director of education will only sign one contract per student, therefore make sure to include an
extension of the internship in the contract if that is what you aim for!
Intensive workshops/paper writing (1 day per week):

The course aims at reflecting back from practice into academia, this is done by discussion and research, resulting in an academic
paper. The discussions and mentoring of the research are done in three intensive sessions in which:
-The skill of writing papers is presented and discussed;
- Assignments are done to support the writing of a paper;
-The elements of a paper (questions, methods, theory) are discussed;
-Peer review and consultations is performed.
Mainly individual work.

Materials
Assessment Written examination.
Each student studies the role of his/her place of internship with the focus on the role of design in the development process or the
process in the design activities and will formulate their specific research question. Through theoretical, empirical and action
research the students will deliver a scientific paper as result of the course.
The assessment of the course is done in two steps. First step is to asses if the student has participated in all group sessions, and is
meeting the learning goals that consider the practical work through the logbook (deliverable 1). Second step is the assessment of
the paper (deliverable 2) on the base of:
- Layout and detailing of the paper
- Research methods and reporting skills (research questions, use of sources, clear conclusion)
- Academic attitude: clear argument, adequate sources, critical, transpar-ent, references accurate and appropriate
- Research goal and relevance made clear
- Research question that is adding to a general body of knowledge e.g. is interesting for a larger community
- Research structure is clear, logic land explained
- Theory is consciously used to frame the work, explained and logical-
- Reflection into the topic of research in relation to the place of work
- Late delivery
- Other reasons to add/deduct
Page 612 of 1045

- Published in Journal

Concept Schedule The sessions are scheduled 1 day(part) per week. The other day(part)s are scheduled for the internship.
participants
participants

Course Coordinator Dr. R.J. Kleinhans
Instructor Dr. R.J. Kleinhans
Instructor Dr. C.E.L. Newton
Responsible for assignments Dr. R.J. Kleinhans
Contact Hours / Week 4 hours per week, starting from week 3.1 and ending in week 3.8.
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
5
Course Contents This course takes a socio-spatial view on social inequality, diversity and migration, and how these phenomena impact on
neighbourhoods and cities, but also on individual people. The focus is on the interchange between the built environment,
population composition and residential behaviour.On a theoretical and empirical level, the course will address various forms of
neighbourhood change over time, in particular socio-spatial segregation and urban regeneration, and their implications for
neighbourhoods and individuals.
Moving on to policy and design, the course will identify how the concept of diversity is alternately considered as either a
problem or a solution (or both) in various domains of urban development. We will address various urban policies and strategies
addressing social inequality with an explicit place-baseddiversity component (such as social mix / tenure mix). Special attention
will be devoted to the roles of relevant actors in these contexts. In doing so, the course tackles the question to what extent urban
policies and strategies can contribute to absorbing negatively perceived outcomes of diversity and strengthen its perceived
benefits. Apart from unravelling relevant theories, the course will provide examples of recent policies and/or strategies that have
attempted to address city- and neighbourhood-based issues around migration and diversity.
The acquired knowledge will be applied to a real life case study. In a Design Game, groups of students will create a strategic
plan for a neighbourhood which suffers from social inequality and negative implications of its diversity, and for which clever
solutions must be created. In other words, the design element focuses on strategies and socio-physical interventions rather than
architectural/urban design in a narrow sense.
The Design Game will be conducted in co-operation with the local authorities, welfare workers, housing associations and other
stakeholders. Moreover, the Design Game is conducted in co-operation with the TU Delft Community Engagement & Outreach
Group, in the context of the TUD Strategic Framework 2018-2024 - Impact for A Better Society.
Study Goals After completing the course, students can:
- Explain various forms of long-term neighbourhood change and their implications for neighbourhoods and individual residents,
both from a theoretical and empirical perspective;
- Identify the underlying mechanisms in urban policies and urban design which aim to create positive benefits from diversity and
migration, or combat their perceived negative implications;
- Evaluate the socio-spatial implications of various forms of social inequality and related policies from a multi-level and multi-
actor perspective;
- Design solutions (in physical, social, cultural and economic sense) for diversity-related problems in neighbourhoods, taking
into account the roles and resources of relevant stakeholders.
Education Method The course consists of interactive lectures, group discussions and a real-life Design Game.
In a large part of the course, a Design Game will be conducted for a neighbourhood which suffers from negative implications of
social inequality and diversity. Groups of students will conduct place-based action research and design strategic interventions
that smartly connect to the neighbourhoods strengths, weaknesses, and opportunities, taking into account the (local) context. This
will be supported by using materials and other information provided by key persons from housing associations, the local
authorities and other stakeholders. Feedback by instructors (both written and face-toface) will be offered with every weekly
assignment that builds up to the final deliverable.
Literature and Study Will be provided as PDFs or URLs on Brightspace.
Materials
Assessment Both instructor and peer feedback will be provided on students Design Game assignments and the final strategic plan. The
summative assessment is based on two elements:
1. The strategic plan completed in the Design Game (60% of final grade)
2. A written exam, based on the lecture, literature and other acquired insights (open questions: 40% of final grade).
Each assessment element should be passed with a minimum grade of 5.8 before the final grade will be determined.
Elective Yes
Concept Schedule Every Thursday morning in Q3
Maximum number of This course is also offered as a module in the LDE master specialisation 'Governance of Migration and Diversity'. Therefore, a
participants maximum number of 20 students from the Faculty of Architecture can enroll in this course. Enrollment through BIS is done on a
first-come-first-serve basis.
Page 613 of 1045

AR0097 Climate proof sustainable renovation: energy use, envir impact, 5
health and comfort, life-cycle cost
Course Coordinator Dr. A. Meijer
Instructor Dr.ir. A. Straub
Instructor Dr. A. Meijer
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents Housing renovation processes are challenging social-technical systems. In this course students gain knowledge of sustainable
renovation from different perspectives (social, technical, financial, environmental) and apply gained insights and knowledge in a
feasibility study for a housing renovation project. The interests of all stakeholders have to be merged to result in a succesfull
renovation.
Study Goals Understand the roles of existing and new stakeholders in integrated renovation processes. Insight in life-cycle cost analysis
(LCCA) and financial case, energy demand and energy calculations on building and neighbourhood scale, environmental impact
and environmental life cycle assessment (LCA) of buildings and renovation. Insight in health and comfort of residents.
Implementation and integration of gained knowledge in a feasibility study of a renovation project.
Education Method Challlenge-based didactical approach: the asssignment is a tender game of a feasibility study for a housing renovation project.
Lectures cover several perspectives of integrated climate proof adaptations of the built environment.
Literature and Study All literature will be handed in class.
Materials
Assessment Tender Game 50% of grade and Written Exam 50% of grade.
Exam Hours 3
Permitted Materials during Calculator
Tests
Elective Yes
Period of Education 10 weeks
Concept Schedule Monday- and Tuesday morning
participants
Page 614 of 1045

Education Period 3
Start Education 3
Exam Period none
Course Contents This course stimulates students to research the correlation between environmental design and human behaviour from a cross-
cultural perspective. The course explores a transdisciplinary approach, using visual ethnography (in particular, architectural
ethnography), spatial analysis, and participant observation as key research methods to investigate the relations between humans,
non-humans and the environment.
In the first phase of the course, the participants will develop field work, literature review and data analysis to produce a research
report. In the second phase, the students organized in groups will prepare a synthesis of the research outputs, using architectural
drawings as a preferred medium to enable meaningful communication between different audiences. The final phase of the course
is a personal reflection on the challenges, opportunities and relevance of using ethnographic methods for architectural research.
Study Goals By the end of this course students will be able to:
1. Identify elements of the correlation between environmental design and human behaviour from a cross-cultural perspective;
2. Analyse and synthesise the relations between humans, non-humans and the environment using a combination of architectural
and ethnographic methods;
3. Elaborate a research report with a synthesis of the field work, literature review and data analysis, using adequate written and
visual media;
4. Use story-telling as a medium to elaborate a visual narrative based on the results of the fieldwork, data collection and analysis;
5. Elaborate a critical synthesis of the research outputs, using architectural drawings as a preferred medium to enable meaningful
communication between different audiences.
6. Formulate a critical reflection on the research methods, analytical process and criteria for the preparation of the research
outputs.
Education Method The course Architectural Ethnography comprises group assignments and individual work.
The main educational methods used in this course are lectures, tutorial sessions, and peer review sessions. While the group work
will be the most important component of the course, each student will individually produce a critical reflection on the challenges,
opportunities and relevance of Architectural Ethnography for Architectural research, based on the methods, processes and results
of the work developed for the course.
The participants in the course Architectural Ethnography will investigate different neighbourhoods / communities in a Dutch
city. The participants will be divided in teams aiming at conducting fieldwork, observations and other forms of data collection in
a case study area.
Each group will be responsible for the production of the following deliverables:
a) Research Report;
b) Narrative and Visual Synthesis of the Ethnographic Research;
Additionally, each student should produce an:
c) Individual critical reflection on the research process and production of outputs.
Literature and Study The course will use the following publications as main textbook references:
Materials
Amerlinck, M.-J. (2001) Architectural Anthropology. Westport, CT: Praeger.
Desai, D. (2002). The Ethnographic Move in Contemporary Art: What Does It Mean for Art Education? Studies in Art
Education, 43(4), 307323.
Ingold, T. (2016) Lines: A Brief History. London: Routledge.
Lucas, R. (2020) Anthropology for Architects: Social Relations and the Built Environment. London; New York: Bloomsbury
Visual Arts.
Kaijima, Stalder and Iseki. (2018). Architectural Ethnography - Japanese Pavilion Venice Biennale. Tokyo: Toto
Powell, K. (2010). Viewing Places: Students as Visual Ethnographers. Art Education, 63(6), 4453.
Rapoport, A. (1969) House Form and Culture. Englewood Cliffs, NJ: Prentice-Hall.
Roesler, S. (2014) Visualization, embodiment, transfer: Remarks on ethnographic representations in architecture, Candide.
Journal for Architectural Knowledge, (8), pp. 1027.
Rose, G. (2016) Visual Methodologies: An Introduction to Researching with Visual Materials. Thousand Oaks, California:
SAGE.
Stender, M. (2017) Towards an Architectural AnthropologyWhat Architects can Learn from Anthropology and vice versa,
Architectural Theory Review, 21(1), pp. 2743.
Whyte, W. H. (1980) The Social Life of Small Urban Spaces. New York: Project for Public Spaces.
Other Literature and Study Materials will be made known 1 week prior to the start of the course in Brightspace.
Assessment The evaluation methods in this course comprise a combination of formative and summative assessments. The work handed in at
the end of each instructional unit will be the object for the summative assessment and will be based on qualitative aspects.
The tutorial sessions, the progress review sessions and the in-class peer-to-peer learning activities are the main formal methods
of formative assessment.
The summative assessment will be based on the following deliverables:
a) Analytical Assignment:
Ethnographic Research: Research Report (Group Work)
b) Practical Exercise:
Ethnographic Research: Narrative and Visual Synthesis (Group Work)
Page 615 of 1045

c)
Writing Assignment:
Critical Reflection (Individual Work)
For each student, the final grade is determined by a weighed calculation of calculated of the results achieved in group work a) +
b) and individual work c).
The weight of the different deliverables will be announced 1 week prior to the start of the course in Brightspace.
Period of Education Spring semester, 3rd quarter (weeks 3.1-3.10)
Concept Schedule Tuesday morning
Page 616 of 1045

Course Coordinator V. Grossman
Course Coordinator Dr. A.M. Kockelkorn
Education Period 3
Start Education 3
Exam Period none
Course Contents This course advances critical tools for the analysis and projection of twentieth-century affordable collective housing designs
across the globe, examining the relevance and applicability of intersectionality theory to housing design. Geographically, the
course looks into both western and eastern traditions of housing production. Methodologically, it investigates these traditions
from the critical lens of global intersectionality. The course starts with analyses of case studies, followed by the development of
a critical intersectional archive, organized in the form of a collectively-curated exhibition.
The course starts with a discussion of intersectionality theory and its applicability to global housing design.
Students will then develop analyses of each case study, revealing the historical and environmental circumstance of the projects
commissioning in relation to its morphogenetic features (the projects DNA), as follows:
- Students will critically reflect on the socio-economic, political, urban and territorial contexts from which each of these projects
emerges, including institutional and governance frameworks and policy-making processes;
- They will investigate how each case study and its designers are embedded in the field of global housing histories and cultural
production, and how this embeddedness relates to particular design features (typo-morphology, composition, structure, details,
materialization, technology);
- Students will focus on how a specific form, discourse and territorial situation allow for care work, maintenance and other types
of labor, and how they promote or challenge notions of gender roles, from the projects conception to its afterlife.
In the last phase of the course, students will develop a critical intersectional archive that will be organized in the form of a
collectively-curated exhibition at the Faculty of Architecture, featuring the analyzed case studies through research-based
documentation, including graphic and textual outputs.
Study Goals Upon completion of the course the student is able to:
Analyze and synthesize the main generative components of a housing project, as well as the societal factors that impact it and
vice-versa, by using adequate textual and visual outputs;
Understand the concept of (global) intersectionality and its relation with the architecture of housing;
Assess the influence of gender, socio-racial, economic and environmental factors in the development of an affordable
collective housing project in relation to its particular circumstance, using the notion of global intersectionality as a critical lens;
Compose and present critical reflection in the form of an exhibition design using adequate academic protocols and archival
research;
Apply the results of an analytical study to develop a collaborative curatorial project for a research-based exhibition on
affordable collective housing design;
Present a curatorial design strategy to an audience of experts and non-experts.
Education Method The course Global Housing Studies will be structured in three phases:
Phase 1 - Concepts and Theory: This phase is based on literature review; each session will be organized on the model of flipped
classroom through lectures and peer-review assignments.
Phase 2 - Analysis: This phase will be based on the application of theoretical and historical research allied to morphological and
typological analysis. This phase will be based on tutorial sessions.
Phase 3 - Projection: This phase will be based on the development of a critical projection of the analytical outputs in the form of
a curatorial project. This phase will be based on tutorial sessions and group presentations.
Course Relations The Global Housing Studies is related with the theme and contents developed in the MSc2 Dwelling design studio 'Global
Housing' (AR2AD012).
Literature and Study The course will use the following publications as main references:
Materials
Bond, Johanna. Global Intersectionality and Contemporary Human Rights. Oxford: Oxford University Press, 2021.
Fitz, Angelika and Elke Krasn, eds. Critical Care. Architecture and Urbanism for a Broken Planet. Vienna, Cambridge MA,
London: AzW, MIT Press, 2019.
Fraser, Nancy. Contradictions of Capital and Care. New Left Review, no. 100 (2016): 99117.
Grossman, Vanessa and Ciro Miguel, eds. Everyday Matters: Contemporary Approaches to Architecture. Berlin: Ruby Press,
2021.
Hayden, Dolores. The Grand Domestic Revolution: A History of Feminist Designs For American Homes, Neighborhoods, and
Cities. Cambridge, MA: MIT Press, 1981.
____. What Would a Non-Sexist City Be Like? Speculations on Housing, Urban Design, and Human Work. Signs, vol. 5, no. 3,
Supplement. Women and the American City (1980): S170S187.
Kockelkorn, Anne: Palace on Mortgage. The Collapse of a Social Housing Monument in France, in Neoliberalism on the
Ground. Architecture and Transformation from the 1960s to the Present, edited by Kenny Cupers, Catharina Gabrielsson and
Helena Mattsson, 1944. Pittsburgh: University of Pittsburgh Press, 2020.
Lane, Barbara Miller, ed. Housing and Dwelling: Perspectives on Modern Domestic. Architecture. London and New York:
Routledge, 2007.
Roberts, Marion. Living in a Man-Made World: Gender Assumptions in Modern Housing Design. London and New York:
Routledge, 1991.
Staub, Alexandra. Conflicted Identities: Housing and the Politics of Cultural Representation. New York: Routledge, 2017.
Assessment The evaluation methods in the course Global Housing Studies comprise a combination of two assessments:
Page 617 of 1045

- Analytical assignment: The student performs an analysis and reports the results in the form of both a written report and graphic
material towards the constitution of an intersectional archive.
- Practical exercise: The students collectively curate and design an exhibition based on the documents and materials assembled
and produced in the analytical assignment.
Period of Education Spring Semester
Third Quarter: Week 3.1 - week 3.10
Concept Schedule Friday Morning
AR0108 Mastermind: CRASH (Conservation, Reuse, Architecture, 5

Sustainability and Heritage)
Course Coordinator Prof.dr. A.R. Roders
Responsible for assignments Prof.dr. A.R. Roders
Co-responsible for W.J. Quist
assignments
Co-responsible for Dr. I. Nevzgodin
assignments
Co-responsible for Ir. L.G.K. Spoormans
assignments
Co-responsible for Dr.ir. H. Zijlstra
assignments
Co-responsible for G. Pardo Redondo
assignments
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Summary Mastermind: CRASH (Conservation, Reuse, Architecture, Sustainability and Heritage) is a hands-on course, that introduces
students to critical thinking in architecture redesign, while playing the classic game Mastermind. Students are the code-crashers.
The stakeholder(s) involved in the redesign of heritage buildings are the code-makers. The hidden code reveals the nature and
impact of the redesign. Who will win, the students, the stakeholder or both? Join, and find out.
Course Contents Throughout the course, students are offered a series of lectures on how to best code the nature and impact of architecture
redesigns, and on the different domains (Conservation, Reuse, Architecture, Sustainability and Heritage). Students work in
groups of five (CRASH) on a selected case study, and are tutored accordingly, to monitor and give feedback about the progress
of their research. As a team, the students are free to choose a architecture redesign, of a listed building (heritage), they are most
keen to reveal and discuss the impacts. Individually, each students chooses his/her domain. By the mid-presentation, students
should have collected all the data needed to perform their analysis. By the final presentation, students are to present their
proposal for the code and justification . The code of the stakeholders will be revealed and compared to the one defined by the
students.
Course Contents The five domains are respectively:
Continuation [C]onservation, reveals the nature and impact of the architecture redesign concerning the building physical condition /
deterioration, by comparing the building condition assessments, before and after the architecture redesign.
[R]euse, reveals the nature and impact of the architecture redesign concerning the buildings functionality, by comparing the
building functionality assessments, before and after the architecture redesign.
[A]rchitecture, reveals the nature and impact of the architecture redesign concerning the buildings typology (e.g. style, form,
proportion, geometry), by comparing the assessments of the building typology, before and after the architecture redesign.
[S]ustainability, reveals the nature and impact of the architecture redesign concerning the buildings sustainability (social,
economic and ecological), by comparing the building sustainability assessments, before and after the architecture redesign.
[H]eritage, reveals the nature and impact of architecture redesigns on the buildings cultural / heritage significance (attributes and
values), by comparing the cultural / heritage significance assessments, before and after the architecture redesign.
Study Goals Allowing the architect to master critical thinking in architecture redesign, a form of reflective reasoning that evaluates facts,
information and arguments, by applying a range of intellectual skills to form a clear, logical and coherent judgement on the
nature and impact of architecture redesigns.
Sub-goals:
Develop an investigative attitude towards the nature and impact of architecture redesigns, by cross-relating the domains:
Conservation, Reuse, Architecture, Sustainability and Heritage.
Understand the added value of critical thinking, sometimes confirming, others contesting own opinions/general assumptions.
Experience multi-disciplinary teams and shared decision-making, when comparing and integrating individual results per domain.
Assess a selected domain individually, comparing before and after architectural redesign
Reach consensus on a co-created assessment, making use of a pre-defined framework
Produce a documentary of a building by means of text, drawings, graphs and figures, reporting the nature and impact of the
architectural redesign in the respective domains, as well as, explain their interrelations.
Produce fact sheets, documentaries and argue in discussions with team members and stakeholders, using an appropriate
professional scientific language.
Education Method Lectures (including Presentations): 12 hours
Tutorials/Presentations: 20 hours
Independent study: 108 hours (78%)
Course Relations The content of the course is complementary to the content of the elective course MSc 2 CSI - Heritage. It is suggested to HA
students to attend both electives.
Literature and Study Mastermind booklet, Book chapters, journal articles and other lecture materials.
Materials
Assessment Factsheets (48%), PechaKucha (17%), Lectures (23%) and Attitude (12%)
Concept Schedule Wednesday morning
Page 618 of 1045

Instructor Y. Zhang
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Required for MSc3
Expected prior knowledge BSc and MSc1 completed
Course Contents Scheduled in Q3 in the MSc2 semester of the Architecture track, the aim of the elective City of Innovations project is to give the
possibility to the students to develop small design projects with a strong exploratory approach. In the phase between Msc1
design studio and Msc2 research and design studio, City of Innovations project is connecting education to urgent research
questions, in dialogue with activities running inside and outside the Faculty of Architecture and the Built environment.
Research challenges vary from the relationship between mobility and public space, architectural typologies and new ways of
living, working and moving, technological innovation and their influence on the development of our cities.
Please contact the course coordinator to know this year's case studies.
Study Goals Upon completion of 'City of Innovations project' elective the student will be able to:
- link theories of architecture and urban design with projects and visions in the field of environmental technology, sustainability,
history and architectural composition
- analyse the morphology, functioning of the urban fabric and social and cultural aspects of the studied location
- design both in group and independently an architectural project and urban vision with graphic skills
- integrate the individual design aspects (such as on public space, building envelopes, sustainability) into the group vision in a
collaborative way
- formulate argumentations and positions in oral, written and graphic forms.
to architectural history and architectural theory, art, technology and human sciences.
Additionally, skills are acquired to incorporate an understanding of the design process attained with regard to the relation
to incorporate an understanding of the design process with regard to structural design, materialization of buildings, comfort and
climate control.
Education Method The studio is organized with the method of charrette (period of intense design activity and short-term design project, usually
developed in teams in workshops)
Research will be done in groups of max 10 students and the design in groups of max 4 students.
Workshops, lectures, tours are included in the studio program.
Tutorial once week (please check with the studio coordinator)
Course Relations The elective is part of Complex Projects MSc program.
Complex Projects target all scales of the architectural thinking: details, building, city, and region, with the purpose of expanding
the knowledge about design and dense urban areas development, and of broadening the mind and thinking of future architects.
The architect operates within many different scales and cultural contexts, and consequently sees the world through many lenses:
as an artist, organiser, politician, economist, philosopher, strategist, humanitarian, planner and sometimes visionary. The
complexity of these parameters converges into a new definition of design which in turn enables students to unpack virtually any
set of design constraints, cultivating a strong critical and analytical approach to the design process.
As part of Complex Projects ambition, the search for definition of City of innovations will guide this research-based design
project.
Books Recommended literature:
Avermaete T., Havik K., Teerds H. (Ed.) Architectural Positions on Architecture, Modernity and the Public Sphere, SUN, 2009.
Reyner, R., Megastructure: Urban Features of the Recent Past, New York, Harper & Row, 1976
Sennett, R., Together: The Rituals, Pleasures, and Politics of Cooperation, New Haven: Yale University Press, 2012
Shannon, K., Smets, M; Landscape of Contemporary Infrastructure, Nai010 Uitgevers, 2010
Zeidler, E.H. Multi-use architecture in the urban context, Nostrand Reinhold, 1985
Assessment Assessment will take into consideration the research approach, dedication, commitment, effort and improvement of the team in
the investigation of the context and project area, as well as the quality of design and presentation. Concrete aspects for evaluation
are: research work, clarity of the problem statements, originality of the final presentation.
The assessment will be based on the following type of examination:

- Oral examination. The research and design projects are presented during the course and at the end of the course to tutors and
guest critics (experts on the theme of investigation).
- Design examination. Students deliver at the end of the educational period drawings (digital), analysis reports and presentations
as final products (analytical assignments). During the educational period the student receives feedback on the progress and how
to develop the research and design process.
Assessment criteria (see EMMA rubric):

- Design and Research to be assessed on coherence, significance, elaboration, correctness and innovativeness both on main line
and on aspects. Design & Research counts for 80% in the final grade.
- Presentation: to be assessed on the degree to which it is clear, intelligible, reflective and engaging both on main line and on
aspects. Presentation counts for 20% in the final grade.
Besides studio program students are expected to fully engage with events and people which the case studies have to offer.
Period of Education Quarter 3 (spring semester), 10 weeks
Used Materials You can find the students' work of previous editions of City of Innovations Project in the following (open access) publications:
Page 619 of 1045

Triggianese, M.; Caso, O.; Soylev, Y. Living Stations: The Design of Metro Stations in the (east flank) metropolitan areas of
Rotterdam, TU Open Publisher, Feb 2021
Triggianese, M.; Soylev, Y. INCLUSIVE STATIONS: Gates into the city of Rotterdam, TU Open Publisher, Nov 2021
participants
participants

Instructor J.M.K.K. Hanna
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents This course explores prominent themes in the history of architecture and urban planning. Ways of investigation and the
relationship with the current scientific and practical disciplines will be discussed and questioned. History matters, yes, but in
what way?
Study Goals This course explores the past, present and future of architecture and urban form. Students will 1. learn about the methodologies,
terminologies and practices of historical research and they will apply this knowledge to a research topic of their choice related to
the subject of the course. They will 2. Learn how to connect the analysis developed during their research in a meaningfull way to
their design proposal. The output of the course will be presented as a group project and students will be 3. learn to improve their
collaboration skills. The topics for this course will depend on the teacher.
Education Method Lectures, Discussions
Literature and Study Study material on research and writing is available on the course Brightspace page.
Materials
Assessment Writing assignment: final paper
Page 620 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents The chair of Methods of Analysis and Imagination offers an elective seminar for the study of different instruments and methods
of architectural representation, and their use in the analysis and imagination of built environments. The seminar stimulates
critical and imaginative reflections on three modes of architectural analysis and imagination drawing, modelling and writing and
examines their nature, potential and shortcomings as methods to achieve alternative and unconventional readings of architecture,
as well as to achieve unforeseen representations of imagined built space.
Study Goals Upon completion of this course you should be able to:
-Describe the theoretical and historical antecedents of one or more methods of architectural analysis and imagination.
-Analyze distinct formal, performative, technical and communicative aspects of a particular built environment using one or more
methods of architectural analysis and imagination.
-Develop one or more imagined alternative futures for a particular built environment through the articulate use of drawings,
models, and writings.
-Evaluate the effects of using two or more different methods to develop your analysis of, and your imagined alternative future
for, a particular built environment.
Education Method At the start of the course you will describe the theoretical and historical antecedents of one or more methods of architectural
analysis and imagination by reading a selection of texts. You will study these texts in advance, prepare questions and reflections
based on your reading, and discuss them in seminar sessions with your tutors and classmates.
Following, you will analyze a particular built environment on the basis of information collected on the field, and communicate
the results of your analysis via oral presentations where you will explain how the particular kind of drawings, models and text
employed have determined the outcomes of your analysis. All analyses produced in this stage will be submitted to questioning
and feedback from tutors and peers, as part of the seminar setting.
Analytical findings will be developed into imaginative alternatives for the future of the selected built environment through a
series of iterations of your drawings, models and texts. As in the previous module development of this assignment will take into
account questions and feedback from instructors and peers, as well as additional references which are specific to each topic.
The evaluation of methods of analysis and imagination will be developed via the collective presentation of your own and your
colleagues work during the final stages of the seminar. By curating and exhibiting the work you have produced as a group you
will advance and describe your own position regarding different methods and discuss it with invited guests.
Assessment You will be assessed on a bi-weekly basis, a final presentation and your participation in the course:
-Bi-weekly individual presentations per mode (drawing, modelling, writing, 20% each, for a total 60%) will evaluate the ideas
and concepts behind your produced drawings, models and writings, the quality of the produced material (carefully crafted and
well executed drawings, models and writings are required), the iterations of your work and how much of the feedback they have
incorporated.
-A final group presentation (20%) will evaluate the concepts and ideas behind the curation of collective work, the way the
writings, drawings and models are grouped in relation to the site of the exhibition and in relation to each other, how clearly the
auxiliary material (posters, flyers, social media post, etc.) communicate the theme and main concept of the exhibition.
-Individual participation in the course (20%) will evaluate your engagement with the course material and activities. High
participation requires: a. active and steady involvement in the discussions with questions, observations and ideas closely related
to the readings and topics under analysis, b. offering peer-feedback based on a careful understanding of your classmates work
and intentions, done with respect and compassion c. receiving feedback and answering with clarity, coherence and respect d.
taking initiatives in organizing and conducting activities necessary for the group assignment
Page 621 of 1045

Contact Hours / Week 2 hours/week (3.1)
x/x/x/x 4 hours/week (3.2-3.8)
6 hours in week 3.10
Education Period 3
Start Education 3
Exam Period none
Course Contents This MSc2 elective seminar course inquires into the link between representational and tectonic codes in architecture and how
those translate dialogically. Although the term (code) gained currency in digitally mediated design practices, within the seminar,
different modes of coding will be explored to draw up spatial configurations and formal translations: formulations between
images and objects.
With the premise that there is an inherent link between the modes of representation and design, the seminar will inquire in
architectural re/coding between drawing (images) and tectonic (constructs). In this respect, departing from Karl Bötticher's
distinction between core-form and art-form, the recent turn of materiality in architecture will be investigated.
The course is a hands-on seminar, in which the students explore the medial connections between conceptual and procedural
aspects of working with different media guided by thematic readings on a weekly basis.
The students may follow this course independently. For the students who will follow the MS2 design studio Intersections the
seminar is particularly recommended.
Study Goals The course has four main objectives for the students to:
- Gain theoretical literacy in architectural representation and design media
- Describe major debates, methods, techniques and issues in architectural representation
- Analyse design medias formative role in architectural design process
- Develop/exercise project-specific media constructs/techniques
Education Method - Lectures, guest lectures, tutorials and presentations
- Readings and seminar discussions
- Experiments with media-constructs, image-objects, drawings to be progressively documented and compiled in the final
portfolio.
The students will be completing bi-weekly reading responses and their portfolio along the seminar.
Course Relations For the students who will follow the MS2 design studio Intersections the seminar is particularly recommended.
Materials
Reader The reader will be provided with the course syllabus.
Assessment - Analytical assignments
- Practical exercises
- Writing assignment (by choice)
in the form of:

- Participation/presentations at seminars, lectures & discussions
- Weekly assignments and reading responses
- Portfolio and final (visual) essay/construct
- Booklet and exhibition (collective)
Enrolment / Application a.s.alkan@tudelft.nl
Elective Yes
participants
participants
AR0117 Didactic coaching skills for architecture and the built 5

environment
Course Coordinator Dr.ir. S. Zijlstra
Course Coordinator Dr. M.H. Arkesteijn
Instructor Dr. H.J.F.M. Boumeester
Instructor Dr. M.H. Arkesteijn
Responsible for assignments Dr. M.H. Arkesteijn
Contact Hours / Week 8 hours per week from 1.1 to 1.5.
x/x/x/x Week 1.6 to 1.11 no more than 2 hours per week.
Education Period 1
Start Education 1
Exam Period 1
Page 622 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents The elective Experiments in Drawing Theory is a seminar, offered by the chair Borders&Territories, in which the speculative
power of drawing towards developing a reasoned architectural design approach is both discussed and experimented with. The
course consists of the development of an individual drawing experiment, with seminar discussions. During the seminar sessions,
the themes experiment, drawing and theory will be introduced and contextualized as a specific field of architectural research.
The incredibly profound history of architectural drawing will be investigated through a series of case studies, though these are
not exclusively linked to the architecture discipline but belong to the much broader field of creative disciplines.
During the seminars exercises, participants probe how specific means of representation relate to specific conceptions of space.
Drawing is not only considered to be a technique, though this aspect should not be underestimated at the same time, it has a
lucidity that is intrinsically connected to thought (teoria) as well. Drawing is an autonomous instrument of architectural
knowledge, while it is also simultaneously simulacrum of reality and reality, memory and anticipation, subject and object. The
individual assignments will consist of the production of one or a series of architectural drawings, positioning an innovative
notational system and its performance.
The seminar course aims to approach this complex theoretical question about the specificity and un-specificity of drawing,
herein intended both as a concept and instrument of innovative architectural thinking. In this present context, the focus is
directed to the challenging of the convention governing a design approach and the definition of an alternative notational system
of signs, rules, and techniques preceding the idea of the architectural object.
Study Goals The student is able to initiate and develop a reasoned experimental architectural design approach.
The student is able to express and crystallize the innovative aspects of the architectural design at the level of the architectural
representation.
The student is able to perform architectural design research through drawings.
Education Method Readings and discussions of theories regarding (architectural) drawing.
Seminars and tutoring development of drawing exercises.
Guest lectures and presentations.
Assessment Attendance and participation in the seminars, discussions and collective presentations.
Weekly presentation of the individual design development.
End-term submission of drawing-design and collective exhibition
(the instructor will specify the paper and drawing requirements and the deadline at the start of the seminar).
Assessment Scheme
- Assignment (70 %)
- Weekly development assignment (10 %)
- Final Exam (Clarity of presentation, exhibition) (10 %)
Concept Schedule Tuesdays between 13:45 and 17:45
Page 623 of 1045

AR0119 Figures 5
Course Coordinator D.H.G. Somers
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents
Interiors Buildings Cities focuses on buildings and interiors that accommodate the different scales and gradations of public life
Figures
The Figures of this elective project refer to the constellation of formal, spatial, typological and material conditions through which
architecture has been composed and physicalised across its history. This has often been expressed in terms of difference and
change: as movements, styles and ideas that succeed or compete with one another. An alternative history might address what
connects things: the elements that relate or repeat between architectures made in very different times and places.
This course explores these architectural continuities. An ongoing research project for the chair, each year a particular concern or
condition is chosen to research through a series of precedents, chosen to represent context that might encompass but go beyond
the orthodoxies of Western architectural history.
Each addresses the architectural interior, questions of interiority and the boundaries that define these, in relation to the wider
context of the city or the landscape. Investigations will encompass not only the physical condition but also the social and cultural
contexts that underpin it.
Case studies are collated, represented and analysed in respect to one another, through media which might include drawings,
models and descriptive texts; constructing a body of knowledge that will grow into an archive for publication and exhibition.
Study Goals Upon completion of the elective course the student is able:
- to analyse architectural case studies through different historical, social and cultural contexts, and understand the ideas that
informed them
- develop a position with regards to these projects and study them within a collective research project
- represent the findings in those studies through the making of models, drawings and texts, within a collectively developed
format
A specific description of the aims of the studios will be published in the Studio Manual, to be distributed at the beginning of the
course.
Education Method The elective studio proceeds through a variety of working methods: group work, individual tutorials, internal lectures and
thematic exercises specific to the studio.
Assessment
Assessment will focus on the research work undertaken within the set theme and the specific research questions raised within it;
the study that responds to those questions; the representation of that study through the making of an artefact.
Products: texts with illustrations; drawings; models.

Remarks
Period of Education Spring semester, first quarter
Concept Schedule Thursday afternoon
Page 624 of 1045

Education Period 3
Start Education 3
Exam Period none
Expected prior knowledge Master 1
Summary An explorative formal study exercise, aimed at the development of imaginative and thematic architectural analysis skills. The
analysis is based on architectural precedents, making active use of a variety of conceptual, digital and physical Modelling
approaches.
Course Contents The Analytical Models course aims at furthering the understanding of architectural composition and perception, though
thematic, analytical study, making active use of design visualisation and model-making techniques.
This precedent-based designerly study initiative addresses issues of the architectural composition and perception.
Aspects of study include:
- Development of study approaches for the benefit of precedent-based composition analysis;
- Explorative visualisation of architectural concepts and identification of design phenomena;
- Design-driven enquiry making use of various digital 3D modelling applications;
- Design-driven enquiry making use of physical scale modelling and graphic representation.
The course can be considered as an interactive learning environment and laboratory for thematic formal study. Previous themes
of study have included the architectural oeuvres of Robert Venturi and Aldo van Eyck.
The exercise brings together ambitions of composition research and evocative, analytical 3D modelling with the didactic
opportunities of tangible, physical modelling.
The aim is to stimulate the participating students to develop meaningful insights and knowledge on the level of architectural
designing and to develop professional skills in the field of design visualisation and communication.
present a coherent, significant, elaborated, correct and analytical exploration of a project.

use and construct models; digital, graphical or physical models representing design issues.
formulate and defend findings and conclusions, orally and in writing.
contribute to the group process in a constructive way; carrying out specific tasks and determining the rule within the group as a
whole as well as contriburing towards an integral group product.
Education Method Free choice Master exercise (5 credits) offered by the Form and Modelling Studies BK group, department of Architecture,
Faculty of Architecture, TU Delft.
Literature and Study Various applications of digital and physical modelling techniques plus graphic analysis and presentation means.
Materials
Assessment Assessment on the basis of process, end-result, documentation and analysis. The maximum marking period is 10 work days.
Period of Education 2e Semester, 3rd Quarter, The course is scheduled on the Wednesday morning.
participants
participants
Page 625 of 1045

Course Coordinator H.H. Bier
Responsible for assignments H.H. Bier
Contact Hours / Week 0/0/X/0
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Summary This course involves skill building in computational design and robotic prototyping by employing Design-to-Robotic-Production
-Assembly and -Operation (D2RPA&O) methods. Focus is on small scale interventions in urban context that are robotically
produced and operated. Such physically built robotic environments consist of reconfigurable, adaptive systems incorporating
sensor-actuator mechanisms that enable buildings to interact with their users and surroundings in real-time.
Course Contents Students learn in a workshop set-up to conceptualize, design, produce and/ or operate buildings and building components by
applying D2RP&O methods, which consist of parametric design, robotic fabrication and interactive operation techniques. In this
context, D2RP&O is understood as a systemic approach for the design, construction and operation of buildings.
Study Goals Students learn to develop a coherent, elaborated, and innovative design - on mainline and on individual aspects at MSc 2 level.
Specific for this course, Design-to-Robotic-Production and Operation (D2RP&O) for Interactive Architecture is taught in a
workshop set-up wherein:
(1) Students understand the principles and possibilities of D2RP&O and are able to incorporate D2RP&O in the design process
of a small urban intervention.
(2) Students develop skills in architectural design resulting from D2RP&O processes satisfying both aesthetic and technical /
functional requirements.
(6) Skills are acquired during the D2RP&O process to incorporate an understanding of the design process with regard to
structural, environmental, and materialisation design.
Education Method Design research and practice are implemented in a workshop/seminar set-up by employing computationally advanced design,
robotic manufacturing, and interactive operation techniques.
Literature and Study Bier, H. and Knight, T., Digitally--driven Architecture, Footprint Issue 6, Stichting Footprint, 2010
Materials (https://www.researchgate.net/publication/44444960_Digitally-Driven_Architecture)
Bier, H. and Knight, T., Data Driven Design to Production and Operation, Footprint Issue 10, Stichting Footprint, 2014
(https://www.researchgate.net/publication/281404980_Data-driven_design_to_production_and_operation?ev=prf_pub)
Bier, H. Robotic Building, TEDx Delft 2015, TEDx Delft Salon, The Future, (https://www.tedxdelft.nl/2015/04/tedxdelft-events-
tedxdelft-salon-the-future/)
Bier, H., Robotic Building (http://www.roboticbuilding.eu/education/msc3-4/)
Bier, H. and Mostafavi, S. Structural Optimization for Materially Informed Design to Robotic Production Processes, AJEAS,
2015
(https://www.researchgate.net/publication/286477508_Structural_Optimization_for_Materially_Informed_Design_to_Robotic_P
roduction_Processes)
Liu Cheng, A. and Bier, H., An Extended Ambient Intelligence Implementation for Enhanced Human-Space Interaction, ISARC,
2016
(https://www.researchgate.net/publication/305999106_An_Extended_Ambient_Intelligence_Implementation_for_Enhanced_Hu
man-Space_Interaction)
Bier, H., Robotic Building, Adaptive Environments Springer Book Series, 2018
(https://www.researchgate.net/publication/327338545_Robotic_Building?_sg=IX8dERr6Sd19HPExhcJvg3MiT7hYFgb9SqxWl
4QJ1cH-
RifcjAZgUY1J5mHqP0nqqsLnjEff5dyqoquqZmL9oMDiMbQX0Y8_JzpwwMC2.aD38bz1jL9FW5GmBVY6HvjbgxDNlIIL82
JzAEx_vrVK0pkyOeYUwj_Xre6ybor4aBNjathDC2d5TbYoMWxonjQ)
Bier, H. et al., Actuated and Performative Architecture: Emerging Forms of Human-Machine Interaction, Spool CpA 3, 2020
(https://journals.open.tudelft.nl/spool/issue/view/834)
Assessment Process and final results are evaluated by means of scaled and 1:1 virtual and/ or physical 2-4D prototypes, written reports, and
oral presentations.
Page 626 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
good designers.
Design studio,
+ physical models.


Page 627 of 1045

Instructor Prof.dr.ing. U. Knaack
Responsible for assignments Prof.dr.ir. J.W.F. Wamelink
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Expected prior knowledge Bachelor Architecture or comparable
Summary This elective course is developed for students (either architecture, urbanism, technology, or management) who like to investigate
the opportunities for starting a venture in the built environment, or want to develop an entrepreneurial attitude in taking on
exciting challenges in the built environment.
In this course students are guided in developing their ideas about a self-owned venture (design-firm, innovator, service provider,
project management expert, etc.). A venture that gives them freedom for personal development, pursuing personal goals. Within
the course, the student's competencies are central and joint work is being done on the development of an entrepreneurial plan,
making use of an entrepreneurial mindset. The course is provided by a team of teachers with an entrepreneurial background from
the faculty of architecture and the built environment complemented with teachers from the Delft Centre for entrepreneurship.
Course Contents The common theme of the course is the translation of a students individual idea into a viable plan to start his or her own
company. The course contains the following elements:
-discovering various aspects of being an entrepreneur through the analysis of a case and interviewing entrepreneurs
-imaging the students personality with respect to an entrepreneurial mindset.
-designing a blue-print for the self-owned company, resulting in an entrepreneurial plan and a roadmap. Using his/her
knowledge, skills and network of contacts, the student will be challenged to design a blue-print for his/her company. A clear
vision, a way to to differentiate the company, and proper understanding of the potential client's values are key aspects.
-pitching the ideas within their own network and incorporating feedback into a final plan
-reflecting on general feedback from their network and teachers
In parallel, various lectures and exercises are given focusing on the theory of business models, financing, market forces and
social entrepreneurship. Various appealing entrepreneurs from the sector will provide inspirational lectures.
Study Goals After finishing the course, the student:
-has developed a broader insight into the value and meaning of entrepreneurship in architecture and the built environment
-has a broader insight into his/her own personal character and drive related to starting a self-owned company
-has more insight about the feasibility of starting the self-owned company, making use of his/her passion, knowledge, skills and
network.
-has introductory knowledge about business plans, financing and market influence
-has the ability to critically reflect on his/her entrepreneurial skills and plans
-has the skills to articulate the viable business proposition in a concise and convincing pitch presentation
-knows what the next steps could be realising the self-owned company.
-lectures: theory
-self-study: developing entrepreneurial plan
-groupwork: peer reflection, and inspiration from the inside world
-guest lectures: inspiration from the outside world
-tutorials: to develop the entrepreneurial plan and roadmap
Literature and Study Reader
Materials
Assessment Individual report and pitch, including the final entrepreneurial plan, roadmap, and personal reflection
Concept Schedule Tuesday afternoon and Friday afternoon
Page 628 of 1045

Instructor T. Blom
Education Period 3
Start Education 3
Exam Period none
Course Contents
Study Goals
Education Method
skills).
Assessment
participants
Page 629 of 1045

AR0136 Making 5
Course Coordinator Ir. H.A. van Bennekom
Responsible for assignments Ir. H.A. van Bennekom
Education Period 3
Start Education 3
Exam Period none
Expected prior knowledge completed BSc
Course Contents Making is a special course that combines research and design with practical hands-on workshops, focused on designing and
making objects of concrete with specific, innovative properties and expressions.
Students will obtain theoretical and practical insight in the interdependencies between research, design, testing, constructing,
making and final architectural expressions. Because, after all, the choice and knowledge of the material and its practical
possibilities and impossibilities, have ultimate consequences for the performance, durability and aesthetics of the built object,
and is as such a crucial experience for architectural education.
Through excursions and meetings, the course brings students in contact with the professional industry.
Study Goals GENERAL:
Upon completion of the design studio, the student is able to convincingly present and discuss a coherent, significant, elaborated,
correct and innovative design proposal.
SPECIFIC:
The students achieve experience in:
- experimenting and prototyping for divers casting techniques for concrete objects.
- knowing and exploring issues and possibilities of innovative molding techniques and materials and the consequences for the
design.
- designing and developing architectural applications and details in concrete, considering added values, connections of building
components, articulation, form properties, de-molding techniques, surface qualities and esthetics.
- collaborating with professionals of the Dutch and international cement industry, and international research programs.
Education Method Weekly tutorials in studio, hands-on workshops, supported by lectures and possibly a field trip.
The development and making of concrete objects requires insight in existing techniques and at the same time an understanding of
societal/global trends and necessities for the built environment. Therefore, the education method used is an interdisciplinary
activity that combines research techniques with design consultancies and guided practical experience.
The developed proposals are based on individual and/or group research and design work, and include investigation of themes
about architectural components and expression, innovations for the cement industry, trends, new geometries and materials,
sustainability, circularity, durability and sustainability within the concrete industry. The existing research done in previous
studios will be part of the expected prior knowledge, which we will use and continue to build on. Next to research consulting and
design tutorials, the method involves practical work consisting of building molds, pouring sessions, and developing casting and
de-moulding strategies.
During a final presentation event with professionals, students will present their casted concrete experiments and prototypes
products as well as their presentation panels. They will reflect on their experiences, considering the performance of prototypes,
new processes and possibilities, and the expression.
Books -Beeld Schoon Beton (in Dutch only), Stichting ENCI Media (2005)
-Depending on current theme, will be announced during course.
Assessment Tutorial once a week.
Tutors and invited specialists from the cement/engineering/design industry will assess the results in line with the specific theme
and set goals.
Tangible results, presented in an exhibition setting, get a paramount role. Deliverables will include a collective
research/design/workshop book, presentation panels and final concrete prototype models.
Regarding the final presentation students will be requested to have a complete narrative to defend their proposals, based on their
research and experiments, well positioned in social, technical and global awareness.
Reflection on experiences, performance and processes will be taken into account, results can be published on the internet.
Course Evaluation
for evaluation are; research work, argument formulation, hands-on experiments, design, and presentation.
Elective Yes
Period of Education Q3 (1x/wk)
Leerstoel Complex Projects
Minimum number of 8
participants
participants
Page 630 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 631 of 1045




MSC 2 level.

March 2008
Springer,
Page 632 of 1045

Heritage)
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3

in a building;
required.
Materials studies
participants
participants
Page 633 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 634 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 635 of 1045

Education Period 3
Start Education 3
Exam Period none
Environment.
facilities.
participants
participants
Page 636 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 637 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 638 of 1045

participants
participants
Page 639 of 1045

Instructor Dr.ir. M.G.A.D. Harteveld
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Course Contents Cities are alive! People move through the city to reach their work, school, go shopping, or to enjoy culture, art, or other people.
But what environments accommodate the urban vitality we all crave for? What is the influence of policymakers, engineers, urban
designers, and architects?
This course aims to provide an overview of vested theories and cutting-edge research on people, movement, and public space.
This includes seminal works and studies from different disciplines. The role of policymakers, engineers, designers, and citizens
in shaping vibrant urban public space is explored through readings, film, and active discussions with students. This is certainly
not your average dry theory course the course material will come alive through active discussions and the direct application of
theories in analysing real urban settings.
- defines recommendations and assignments on the basis of analyses
Education Method The course consists of on-demand video lectures, mandatory literature, and other material to be studied. Lectures are followed by
smaller discussion groups* that challenge you to discuss and apply the theories covered in the lectures and literature in real urban
analyses. Five weekly homework assignments are covered by peer-review in these discussion groups. Therefore, come prepared
in advance and take critics into account!
consumer classes! Great urbanists are critical thinkers questioning the course material, the lecturer and the general state of urban
theory is strongly encouraged.
The class concludes with the reviewed material, a final statement based on your weekly work, defining a design assignment
without elaborating the design, and a poster. This will be presented/uploaded at the last day of the course.
*) the discussion groups ideally consists of four/five members, who divide topics relevant for a given location and peer each
other.
Literature and Study 1 People, Movement & Public Space -
Materials Introducing today's Problem Setting and pioneering Problem Solving: Sert (1952), van Ecyk (1956), Hertzberger (1956),
Mumford (1958), Gruen (1964), Breines and Dean (1974), Alexander (1978-1984), et seq.
2 Path Systems
On Physical Urban Patterns and Use Patterns: Kahn (1951-53), Venturi, Scott Brown and Izenour (1968), Wurman (1970),
Alexander, Ishikawa, Silverstein et al (1977), et seq.
3 Pedestrian Perspective
On Street Views and People's Views: Cullen (1961), Smithsons (1961), Appleyard, Lynch and Myer (1964), Rowe and Knoetter
(1978) McCluskey (1979), Passini (1984), et seq.
4 Psychology of Place
On Senses of Place and Mental Images: Debord and Jorn (1957), Lynch (1960), Steinberg (1973), Canter (1977), Relph (1976),
Prak (1979), Peattie (1987), et seq.
5 Public Life
On Learning Live and Understanding Public Space: Whyte (1958, 1979), Jacobs (1961), Gehl and Gehl (1968/1971), Rudofsky,
(1969), Appleyard and Lintell (1972) et seq.
6 Presentation
Presentation Hand-In / Uploading
Assessment Peer-reviewing of five weekly homework assignments within the student peer groups.
Grading individual final work, which includes assessment of a booklet with (i) the five (improved) weekly assignments, and (ii)
a concluding part, defining recommendations and design assignments, and the assessment of (iii) an academic poster
presentation.
Late assignments will not be graded.

Remarks The course an open elective for the MSc AU&BE, targeting the MSc Architecture, Urbanism, Landscape Architecture,
Architectural Engineering, and Management of the Built Environment. The course is already included in the course AR0167. So,
please, understand that you can't be enrolled in both.
The course is mandatory for the MSc TIL Policy track, and a recommended external elective for the other MSc TIL tracks,
including Design, Operations, and Engineering.
In all cases, please understand, you have to be enrolled Brightspace as well as in the registration system of the home faculty of
this course: The faculty of Architecture and the Built Environment.
If you're not part of one of the above programmes, you may still be welcome. Please ask the course coordinator. If you have e-
mail permission to join the course, do send this to 'intekenen-bk@tudelft.nl' (E&S registration at the home faculty), and ask them
if it is still possible to put you in the system. You have to be registered as such in order to be assessed in and credited for the
course AR0168.

Concept Schedule The sessions are scheduled on Mondays.
Page 640 of 1045

participants
Maximum number of For this course the maximum number of participants is 100+.
participants

Course Coordinator Ir. F.R. Schnater
Instructor Ir. A.C. Bergsma
Responsible for assignments Ir. F.R. Schnater
Education Period 3
Start Education 3
Exam Period 4
5
Course Contents This course focuses on the technical development of the enveloping architecture. The object of the course is to challenge the
student to think about future developments and innovation- or research possibilities.
The course is an elective for architecture- and building technology students as well as students civil engineering. The course is
combined with the course AR0134, Technoledge Façade Design. The course is made up out of a series of lectures, several
excursions and studio-work.
Studio work:
Under supervision of (external) experts from TU Delft and/or industry, students will work in groups (groupsize max. 4 persons)
on several assignments and façade analyses that are related to several façade aspects and topics.
Lectures:
During the course several lectures relevant to the design- and analysis assignments will be organized. We will invite lecturers
from the TU, the industry and engineering firms. These lecturers will also be involved in the tutoring during the design- and
analysis assignments.
Excursions:
The lectures and studio work are combined with excursions to a construction site and/or product manufacturers. For these
excursions students will have to pay a nominal fee.
Study Goals The student
is capable of understanding technical developments and reflecting on façade designs.
is able to respond adequately to technological issues and formulate conceptual solutions to technological problems in ad hoc
situations.
is able to understand and develop façade designs and concepts that are coherent, integrated and feasible in terms of building
physical, structural and constructional aspects.
is able to present his/her work using the correct (3d)drafting techniques and other appropriate presentation techniques and is able
to use modern visualization tools to make a compelling presentation.
shows initiative and keen interest in technical aspects of façade design
Education Method lectures, studio sessions, and excursions
Assessment writing assignment (report)
analytical assignment (drawings and (virtual) models)
oral examination (presentation)
the maximum grading period is 15 work days.

Period of Education 10 weeks in q3
Concept Schedule Tuesday afternoon and Friday morning (first 5 weeks also in the afternoon)
Minimum number of 4
participants
participants
Page 641 of 1045

Course Coordinator A. Wandl
Instructor Ir. M.P.A. Brouwer
Instructor A. Wandl
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Course Contents How can we achieve a circular economy on a regional scale? What are the spatial consequences of such a transition? In this
course, students apply a geo-design approach to develop eco-innovative solutions for circular urban regions in collaboration with
(inter)national stakeholders and researchers to tackle this task.
Background:
Europe's economy is not circular. About 60 per cent of the land used to meet the EU's consumption demand is located outside its
territory. Transitioning towards more circularity is crucial to delivering the resource efficiency agenda established under the
Europe 2020 Strategy for smart, sustainable, and inclusive growth.
In the H2020 Research & Innovation Action project REPAiR (REsource Management in Peri-urban Areas: Going Beyond Urban
Metabolism), we developed a cross-scale approach to developing spatial development strategies for circularity in urban regions.
In this course, students will build upon methods developed by this international research project on two specific case studies,
Amsterdam and Naples.
The course's key aim is to develop spatial development strategies that support the development of a circular economy in
European metropolitan areas. With the help of geodesign and stakeholder interaction, the students will develop eco-innovative
solutions, which will be modelled and tested in the case study area.
Approach:
The course is applying a geodesign approach to reveal the local space-specific challenges and possible strategies. Campagna
(2014) defines geodesign as 'an integrated process informed by environmental sustainability appraisal, which includes project
conceptualisation, analysis, projection and forecasting, diagnosis, alternative design, impact simulation and assessment, and
which involves a number of technical, political and social actors in collaborative decision-making'.
The students will focus on the aspects of analyses, alternative design and assessment with the following objectives:
-To develop an understanding of the characteristics, mechanisms, and inter-scalar dynamics of the resource management systems
and the relations between waste flows, environmental and spatial quality, allocation and governance in peri-urban areas.
-To interpret the link between metabolic flows and urban processes by extending the assessment of urban metabolism by notions
of urban drivers and urban patterns and environmental and spatial quality and co-benefits.
-To develop and assess place-specific eco-innovative solutions for resource management, which improve the environmental and
spatial quality and the quality of life.
-To understand the decision-making structure and processes in the case study areas concerning different stakeholders' diverse
interest and priorities.
The case study areas are either a Dutch or a European Metropolitan area.
Theoretical Framework - Extended Urban Metabolism

Urban metabolism here is a framework for modelling complex urban systems' material and energy streams as if the city was an
ecosystem. This approach allows for studying the dynamics of cities (beyond 'traditional' mobility and the relationship between
built/(un)cultivated environments) in relation to scarcity, carrying capacity and conservation of mass and energy [Newman et al.,
2009]. UM challenges traditional urban planning, in which social, cultural, political and technical dimensions prevail over the
biophysical dimension.
In this course, we build on the extended UM approaches [see for example, Minx et al. 2010, Schremmer et al. 2011, Pincetl et al.
2012, Goldstein et al. 2013], in which urban subsystems with their environmental and spatial impacts are addressed more
explicitly. We emphasise the notion of synergism in UM studies, focusing on the benefits that may arise from the intrinsic
relationships existing within the urban metabolic system [Zhang et al. 2014].
Study Goals At the end of the course the student will be able to:
1.apply the geodesign framework to develop eco-innovative solutions (EIS), which support the spatial transition towards
circularity;
2.formulate the idea of an eco-innovative solution in a way that it responds to challenges formulated by policymakers;
3.represent the - for the transition towards more circularity - most relevant environmental, social and economic subsystems and
their spatial structures;
4.describe, the economic, social and spatial process that are influenced by an EIS, using flow maps, system diagrams and
systemic sections;
5.build a simplified sustainability assessment framework that consists of three indicators;
6.design an alternative future, anticipating the changes in physical spatial structure and resource flows based on the consequence
of the application of an EIS;
7.assess the impact of your EIS using your sustainability framework;
8.to inform decision-makers about the positive and negative effects of your EIS and how they relate to their aims.
Education Method Lectures to explain key concepts and methods the students will use and can apply. Topics include Geodesign, Circular Economy,
decision making, systemic design, GIS-based mapping and spatial analysis, sustainability assessment and graphic
representations.
Briefs and poster templates: On Bright Space, students can find a short brief of the task of each session/poster. For each poster,
we have prepared an (InDesign) template, with the main questions the students should use to guide their exploration.
Studio - Group work: The course was isdesigned, that the students spent one whole day per week together in a (virtual) room.
This way, a knowledge-sharing atmosphere is established, and the possibility to overhear other groups' ideas and quickly
demonstrate and discuss things that are relevant to more group is possible.
Iterations: The course is built in a way that students iterate the development of their posters in two different ways, the first is
after four sessions, there is one session to iterate the first three posters, based on the feedback and the last two days are dedicated
to iterating all posters again. The second form of iteration is that that the six of the posters are actually pairs, one applied to the
Page 642 of 1045

status quo the other to a desired future .
Stakeholder input: stakeholders give presentations providing their knowledge for the students. stakeholders act as external
critiques at midterm as well as during the final presentation (2,8)
Pressure cooker design: The one poster, one day, one question approach forces students to transition quickly from research
towards design in order to have concrete and developed ideas that can be assessed.

Materials
Assessment The final assessment has two parts, (i) the final poster presentation in front of colleagues, teachers and stakeholders and (ii) the
hand in of the final poster.
Each individual session finishes with a formative assessment in the form of either a review by the course instructors or a peer-
review between the students, this way the students get weekly formative assessment.
Concept Schedule The sessions are scheduled on Wednesdays.
participants
participants
Page 643 of 1045

Course Coordinator Dr. D.A. Sepulveda Carmona
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Course Contents The Course is research base and is organize to explore the concepts and dimension of the metropolization process in general so
to understand the particularities in an emerging economy and is based on the complex city region research group within the chair
of Spatial Planning and Strategies.
The research Platform where its constructed within the following research lines:
1. Metropolitan spatial structures
The metropolitan spatial structure and its forming region considering in its complexity-
The evaluation of the diverse regional structures: economics competitiveness and environmental sustainability as well the search
for social wellbeing
How the role of planning strategy and its related practices can be improving by the better knowledge of the spatial structure and
its performance?
2. Regional Governance, planning and design
The governance of metropolitan regions in the context of increasing complexity and fragmentation of spatial relationships
To what extend can urban and regional planning and design methods serve as a catalyst for territorial transformation?
3. International Planning and developing regions
The focus is on comparatives studies on the way diverse form of intervention trough spatial planning and territorial management
searching for the validation on diverse methodologies
How are approaches and tools changing to deal with critical territorial challenges, particularly risk associated with clime change,
the spatial dimension of the knowledge economy ad the networked metropolitan region?
4. Delta Urbanism
The focus is on the new approaches in design and planning of urbanized delta areas-how to balance the diverse claims and
interest-balancing competing claims require the finding on new relationships to be forged between design, engineering science
and governance.
How can we define a new balance between planned, designed and engineered interventions in the systems of the delta on the one
hand and a freedom for self-organization of natural and societal processes in the other?
understand the dynamics of an urban metropolis in a developing country, including the metropolitan /urban analysis approaches
at different scales, the diverse actors and their interests, and recognising the many systems (functional networks, natural systems)
that define the metropolis.
understand the relations and interactions between the diverse stakeholders with divergent interests and the impact on urban
development and the distribution of costs and benefits.
explore synergies between changes brought by globalization forces in the existing city, and the influence (or not) of planning
tools and interventions and strategies.
Education Method Lectures, seminars, working groups and studio sessions.
The approach for this course is define in 3 pre set thematic lines that determine diverse methodologies to follow:
Thematic line 1: Balance development in a large and expanding metropolis
Understanding the role of the city and its constitutive elements and linking its functions in a metropolitan perspective towards a
more sustainable development
Analysing concept of Globalization/world city model/ and urban competitiveness from metropolitan level to empowerment at
the local level
Analysing the Planning framework process and its direct relation to the urban space and form, within land uses plan and
evaluations
Thematic 2: The urban/regional structure-analysing the urban form
Understanding the polycentric developing model and its correlated Fragmentation processes
From the monocentric sustainable model to the functional base structure-Developing Centralities- as a base to understand the
regional structure and its socio spatial effects
The accessibility/ mobility dilemma within the diverse users and its divers networks
Thematic 3: Strategic Sustainable planning in a metropolitan condition,
How to integrate the future development with existent stagnated areas in a sustainable developing perspective, at least
improving actual development levels
Considering a base for more endogenous type of development within the main constitutive agglomerations that define it.
All considering the diverse potentialities of transformation and management of the deltaic condition
Materials
Assessment Writing assignment, oral examination plus design examination.
The expected output is an essay and a new developing vision with concrete planning strategy within key interventions.
Concept Schedule The schedules of the courses AR0172 and AR0173 are tuned.
participants
participants
Page 644 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Course Contents The course is design as a research base project that investigates:
The main forces on the formation of metropolitan structure, the potential arising for urban regeneration and how to construct
spatial strategies for socio-spatial integration with an integrated, complex and collaborative approach.
Friedmann 2007; Kratke S. (2007) The metropolization of European and regional systems: Wust s, et al 2007Metropolization
and economic crisis;
www.atlas debuenosaires.gov.ar/aaba
The delta landscape conditions, dynamics and constraints that shape the potential for integral and resilient development. H.
Meyer (2012) The urbanization in a delta landscape: a flicke history; www.delta-alliance.nl/deltas/parana
The socio-spatial conditions for development. Taking an actor relational approach in networks, we explore the need and
potential for collaboration of diverse actors in a common search for development. Sepulveda& Janches (2009) exploration on
socio spatial integrative strategies; Rozenblat. C (2012)
http://www.unil.ch/webdav/site/iguurban/shared/Rozenblat_IGU_2012.pdf; A. Da Cunha (2012) Urban Geography in the era of
globalization: The city of the future
The context and location

A developing countrys main metropolitan area, Buenos Aires, Argentina, in the southern periphery within environmental
conflict conditions: the whole of the Matanza -Riachuelo river basin.
The study case

The main characteristic of the case is express as urban fragmentation, socially and spatially resulting in a dual city, express in an
unbalance distribution of opportunities and urban qualities. A main driver over the last 30 years has been adaptation of regional
and urban form to the new division of labour arising from forces of globalization.
The Aim of the study is:

To define spatial options and supportive urban programmes as conditions for sustainable integration of fragmented spatial
development in the marginal areas of the Buenos Aires Delta. This in order to determine a more responsive metropolitan
structure. This requires the formulation of a planning strategy.
explore how the performance of the environmental system can be addressed under a more integral perspective for development
(water-soils).
explore through a regional design intervention the potential programmes and spatial strategies of development, by applying
research by design methodology
integrate disconnected areas to the urban fabric & urban structure
understand the effect of delta conditions (via the analysis at the Matanza-Riachuelo River basin) on the potential and constraints
of sustainable urban development and the planning framework.
work in groups to develop a strategy for socio-spatial integration and functional and spatial synergy of the region, including
strategic projects that may help to initiate the proposed strategy.
Education Method Studio sessions.
Materials
Assessment Oral examination plus design examination.
participants
participants
Page 645 of 1045

Course Coordinator Ir. E.H. Gramsbergen
Responsible for assignments Ir. E.H. Gramsbergen
Education Period 3
Start Education 3
Exam Period none
Course Contents In this course we will work collectively on a comparative analysis of a selection of influential modern campus designs and their
emblematic buildings. One of the themes will be the tension between global and local forces. To what extent were the projects
influenced by general academic ideals and architectural models? And what was the role of the specific local cultural and spatial
conditions on the other hand? We will follow a typological approach with attention to five different scale levels and their
interconnections: from the territory to the campus to the building to the interior and finally to the ornaments.
Study Goals 1.Criticality: to develop a scientific approach towards selecting and handling source material such as literature and archival
material
2.Competence: to develop advanced visual research techniques by making use of plan analysis and comparative analysis
methods
3.Contextualization: to be able to reflect on the international socio-economic and cultural context in which modernist campus
designs came into being
4.Communication: to develop adequate ways to present research findings to peers and a larger audience
5.Collaboration: to develop collaboration skills by working on a collective research theme and comparable outcomes
Education Method Weekly seminars, field trip t.b.d.
Assessment Assessment is based on both individual and group work in a 60%-40% ratio. Final products are a series on analytical drawings of
a single case study accompanied with a written explanation (individually) and a group presentation on the outcomes of the
comparative analysis (format to be determined during the course)
Period of Education Q3, wk 3.1-3.10
Page 646 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 647 of 1045

Tests
Page 648 of 1045

Course Coordinator Ir. H.W. de Wolff
Instructor Prof.dr. W.K. Korthals Altes
Responsible for assignments Ir. H.W. de Wolff
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Summary This course deals with financial mechanisms behind urban (re)development.
Urban (re)development influences land prices in an area, on the short as well as on the long term. For urban (re)development,
different kinds of investment are needed. Besides investments in the construction or the renewal of real estate, also investments
in public services and public space are necessary.
Often, urban development takes place in a multi actor context, with different property owners, tenants, project developers,
investors, the government as well as people living and working in de surrounding areas, companies, interest groups, etc. This
multi actor context also changes, during the life cycle of a project.
As a consequence of this, costs and profits of urban (re) development often are not distributed equally amongst the different
stakeholders having an interest in the development. This might lead to a suboptimal decision process, a less sustainable outcome
and sometimes to a stalemate.
In which way can the rise of property values in urban (re)development be re-used within the project, to pay for the less profitable
parts of the development, including the provision of merit goods like social housing and public goods like landscape elements,
parks, infrastructure and parking facilities? Which strategies can be used by the government involved? How can be dealt with
issues that might complicate such a strategy, like uncertainty within these projects, necessity of public accountability, protection
of private ownership? How can value capturing be integrated in the management of urban areas? Which system boundaries or
scale level needs to be taken into account: can value capturing help engineering metropolitan solutions?
Course Contents The course focuses on analysing and designing strategies for value capturing for municipalities in urban (re)development. In the
course, the following topics are addressed:
- strategies for value capturing in urban (re)development in multi-actor situations with private ownership to stimulate integrated
development of an area, taking care that public facilities, public spaces, social housing and other less profitable parts of the
development can be realised;
- instruments that can be used within such a strategy for capturing the plus value and for equalizing the costs and profits amongst
the different stakeholders, with a focus on legal and financial instruments, possible effects of these instruments and pitfalls.
Learning from international experiences with regard to different strategies and instruments is an important element of this
course.
In analysing and designing strategies and instruments, effectivity, efficiency, resilience, legitimacy, accountability and
transparency are important concepts.
Study Goals After completion of the course, the student is able to:
- summarize different strategies and instruments for value capturing that can be used in (re)development projects
- identify different aspects that determine the potential of these strategies as well as that might be the pitfalls
- understand innovations in the field of value capturing taking into account the international context with regard to the
experiences with value capturing
- assess a value capturing strategy
- design a proposal for (the improvement of) a value capturing strategy for urban (re)development projects, taking complex
ownership and use rights and the role of the government into account.
Education Method Interactive lectures, in which articles and cases are discussed.
Every week, a short assignment has to be prepared based on the suggested literature, that will be used in the lecture
Course Relations AR2MBE011 Building Law
AR1MBE025 Building Economics
Literature and Study Literature list is given with the course outline on Brighstpace
Materials
Assessment The final grade is based on an individual assignment (paper following a specified structure) and an exam (open questions), both
having equal weight. Each assessment element should be passed with a minimum grade of 5.0 before the final grade will be
determined.
Prerequisite for obtaining a grade is a positive evaluation of participation, which is assessed on the weekly assignments that
should be handed in on time and be satisfactory
Period of Education Second quarter
Concept Schedule Tuesday morning and Friday afternoon
Page 649 of 1045

Course Coordinator Dr.ir. J.S.J. Koolwijk
Responsible for assignments Dr.ir. J.S.J. Koolwijk
Education Period 2
4
Start Education 2
4
Exam Period 2
4
Course Contents MBE Students who participated in Research Methods 2 and want to learn about more than one method should participate in this
elective Research Methods 3 course (RM3).
The mission of this course is to learn students research methods. Students can choose between three methods specialisations
(options A, B and C). A distinction is be made between methods focusing on generating insights into evidence-based solutions
(A: Case study methods and B: Applied statistical methods), and problem-solving methods that try to improve decision-making
(C: Operations research methods).
RM3 is also advised for non-MBE students who want to deepen their knowledge about one of the research methods. Students
who come from another faculty are responsible to ask their faculty if they can use this course for elective credits.
MBE students who participated in the mandatory Research Methods 2 course (RM2) can only choose one of the two remaining
specialisations. For instance, if a student chooses to follow Case study methods in RM2, this student is only allowed to follow
Applied statistical methods or Operations research methods in RM3.
Students who follow RM3 will work together with students who follow RM2. Students who participate in RM3 will do an extra
assignment.
Methods specialisations
Students are required to choose one of the following 3 methods specialisations.
A . Case study methods(CSM)

This specialisation will discuss the theory of case study research taking an interpretive approach. This specialisation will go into
the rationales (why), methods (how), kind of results (what), and important considerations, such as reflexivity and methodological
quality criteria.
Students will exercise different practice based research methods to conduct case study research, such as interviews and
observations. Students analyse a qualitative research paper to learn about quality criteria for qualitative research. Finally, two
small case studies will be conducted as the main assignments.
As part of the first case study each student needs to perform an in-depth interview. Practising includes developing an interview
protocol for in-depth interviewing, performing an in-depth interview, transcribing the interview, using software to analyse the
data and reporting. In the second case study, students learn how to conduct an observational study by developing a research
question, identifying variables and a population of interest, and developing an appropriate observational study including
materials.
Course Contents B. Applied statistical methods (ASM)

Continuation The aim of this specialisation is to teach applied statistics for building sciences. Statistical methods consists of a series hands-on
blended learning practices, provided as an approximately three to four weeks intensive course. This is followed by a discrete
choice assignment.
There will be several statistical approaches available. The students first will master basic procedures. The concept of the course
is that one learns to run statistical procedures in SPSS and how to interpret the statistical output that SPSS produces. The course
will be given as a series of (online) practices and is on purpose scheduled as a series of multiple practices per week. During the
practices one can work on self-tests using video tutorials and the book of Andy Field. For the final SPSS assignment, students
need to show competences in applying and interpreting SPSS procedures. To prepare to the SPSS assignment, students are
encouraged to practice self-tests multiple times. Therefore, the self-tests are not graded.
Secondly, students either receive an individual assignment or learn how to systematically collect data using Virtual Reality. In
case of the latter, one will use an already programmed VR model of a Healthcare Hub in which a discrete choice experiment has
been included as an illustration of a Research-through-Design approach at the VR-Zone (in the Library). The VR model was
developed to obtain the input of different stakeholders in developing an evidence-based design of a healthcare hub. One then will
use the (already) collected data from the discrete choice experiment and learn to use statistical software to identify what design
characteristics in VR influence peoples choices and thus reflect their preferences.
C. Operations research methods (ORM)

This specialisation starts with an introduction to the domain of problem solving methodologies in science, both in the
technological design sciences as well as in the social management sciences, including mathematical models, operations research,
logical argumentation and mathematical-formal logical systems (software supported) and a critical appraisal of these
methodologies.
The differences and similarities between problem solving in operations research methods, focused on design research, and in
empirical research methods will be explained using from the fields of real estate management and urban development
management. On the basis of case studies, comparative analysis and the systems approach (system thinking and system theory)
methodological difficulties concerning practical application and integration of knowledge, theories, methods and techniques will
be analysed.
The exercises focus on basic concepts, problem solving strategies and strategic inter-actor design methods, project set-up and
operationalisation. Students will first study a case and build a linear programming model that enables them to design different
alternative solutions for the problem at hand that will support decision making. Secondly students additionally built a preference
model for the same case as in RM2 enabling decision makers to take into account all stakeholders, their goals, criteria, weights
and preferences and select an optimal solution).
Study Goals A. Case studies methods

The student:
-understands the interpretative approach and can apply and reflect on the interpretative approach in practice-based studies;
-is able to use practice-based methods to perform case studies to generate knowledge and to answer the research question;
-is able to use theoretical concepts in in-depth interviewing and can apply these concepts in analyzing and reflecting on in-depth
interviews.
Page 650 of 1045

B. Applied statistical methods
The student:
-is able to perform several basic statistical approaches in SPSS
-is able to properly interpret the resulting output in SPSS
-is able to indicate which analyses and syntheses fit the questions to be solved at the relevant level of scale;
-is able to use and elaborate the method(s) chosen to generate knowledge and answering the research question.
C. Operations research methods

The student:
-is able to characterize different types of management, decision making and design problems in the fields of architecture,
urbanism and building science;
-is able to describe the overall process of formulating, analyzing and re-structuring a management, decision making and/or
design problem in a solvable way;
-is able to represent and re-structure a management, decision making and/or design problem in a mathematical design and
decision model and critically reflect upon it;
-is able to make a critical methodological appraisal of scientific quantitative operations research studies.
Education Method Lectures, master classes with discussions and presentations of staff and students, combined with assignments and practical
exercises.
Literature and Study Depending on your specialisation, the student needs to study the following literature.
Materials
A. Case study methods
-Gherardi, S. & Strati, A. (2019). How to conduct a practice-based study: Problems and Methods, 2nd edition. Cheltenham, UK:
Edward Elgar Publishing Ltd. ISBN: 9781788973557 (exact pages will be published on BrightSpace).
-Moerman, G. (2010). Probing Behaviour in Open Interviews. PhD. VU University Amsterdam, Amsterdam, the Netherlands.
ISBN: 9789086594436. Chapter 1 and Chapter 4.

-Field, A. (2018). Discovering statistics using SPSS, 5th revised edition, Thousand Oaks, CA, USA: Sage Publications Ltd,
ISBN 9781526419521

-Reader Operations Research Methods for managerial multi-actor design and decision analysis. Editor Binnekamp R., Barendse,
R. Binnekamp, R.P. de Graaf, L.A. van Gunsteren P.P. van Loon, IOS Press (draft).
-Dym, C.L., Little, P., Orwin, E.J., Spjut, R.E. (2014).Engineering Design, a Project-Based Introduction, 4th edition. Hoboken,
NJ, USA: Wiley International, 2004. ISBN: 9781118324585
Assessment All three specialisations will be examined by means of assignments that are specific for each part:

- Some minor assignments that are marked with pass or fail.
- The mark will be based on the evaluation of the two main assignments.

- The mark will be based on the evaluation of a final SPSS assignment and an individual discrete choice assignment.

- The mark will be based on the evaluation of a written assignment and on two mathematical models.
The grade that you receive for a specific specialisation will also be the grade you receive for this course.
Your minimum mark is a 6,0.
Students are allowed one resit per assignment. When you fail the resit, you need to retake the full course.
Period of Education Research methods 3 runs in Quarter 2 and 4.
Minimum number of 6 per part
participants
Page 651 of 1045

Course Coordinator Dr.ir. G.A. Verschuure-Stuip
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Summary The course offers spatial (landscape and urban) design training in actual heritage assignments by participating in a workshop
with interdisciplinary teams. You work a few days on-site provided by stakeholders and/or governmental bodies.
Course Contents Identity, continuity and transformation are essential notions of todays spatial design practice. In this course, you will learn how
to analyse the given situation, interpret the characteristics of the transformative mechanisms and design a proposal that supports
the (spatial) identity and narrative of the site. The scale of the assignment can vary from a historical garden to an (urban)
landscape.
Your role is to participate actively in ongoing transformation processes from a multidisciplinary angle. You will prepare design
proposals to modify a heritage site in cooperation with stakeholders and governmental bodies. The results will serve as the
ground for discussion within these communities.
In preparation for the workshop, you study literature on theory and methods of heritage transformation and team up with students
from different disciplines and debate on the theory on place-making and heritage. During the workshop you will work with
experimental analysis visualisation methods and techniques on heritage representation, like sensorial perception, tracing
narratives, investigating historical sources, mapping space in various ways, experimental photography, etc. The results of the
design workshop will be presented to local stakeholders.
By offering this course, the section of LA wants to strengthen the interaction with stakeholders and the public and work with
students from different disciplines, and meet professional colleagues, teachers and researchers.
- identify, group and value the main aspects of the identity of a landscape project;
- debate methods and tool on heritage transformation and place making;
- use methods and tools to present visionary transformations for a larger audience (participation);
- cooperate in a multidisciplinary setting.
Education Method lectures
literature study
three-to-five-day design workshop in the Netherlands
Literature and Study Hermans, R., Kolen, J., Renes, H. (2015) Landscape Biographies. Geographical, Historical and Archaeological Perspectives on
Materials the Production and Transmission of Landscapes. Amsterdam University Press.
Janssen, J (2014). Modernising Dutch heritage conservation: current progress and ongoing challenges for heritage-based
planning and management; tijdschrift voor Economische en Sociale Geograﬁe 2014, Vol. 105, No. 5, pp. 622629.
Assessment Oral presentation
written description of the project in the form of a booklet, exhibition, model a.o.
participants
participants
Page 652 of 1045

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 653 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Summary This 10 ects experimental elective studio is about future tasks for urban planners and designers.
Students work on a group project together with individual sub projects.
Since topics may vary, this course is capable of always choosing current spatial subjects.
Sometimes this course may be in close cohesion with the AR0196 course, sometimes these two courses have completely separate
topics.
Course Contents The courses AR0195 and AR0196 provide space during the fourth elective quarter of the master track of Urbanism for various
and changing initiatives each year; AR0195 offers a 10 ects studio setting, while AR0196 offers a 5 ects lecture / seminar /
workshop setting.
In these two electives new didactical ideas and / or substantive ideas for the Urbanism curriculum may be tested, and - after a
success - may be implemented in the obligatory programme of the master track Urbanism.
Thus the content and educational methods may vary.

* The AR0195 is a studio set up in which design and designerly thinking related to future urban tasks will be key;
* The AR0196 is a lecture, seminar or workshop in which future urban tasks will be addressed.
* is competent in urban design and urban planning;
* displays a scientific approach;
* is competent in collaborating;
* is competent in communicating (oral presentation + report including visualisations).
Education Method Studio sessions, lectures, workshops and instructions.
Materials
Concept Schedule The studio sessions are scheduled on 2 different day parts per week, most likely Tuesday and Friday mornings or Tuesday and
Friday afternoons.
participants
participants
Page 654 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Summary This 5 ects experimental elective course offers a lecture / seminar / workshop setting in which future urban tasks will be
addressed.
topics.
workshop setting.

Study Goals The student is:
* is competent in conducting design and planning research;
Education Method Lectures, workshops and / or seminars.
Materials
A rubric will be used for grading. The rubric will be available in the quarter guide or on the course specific Bright Space page.
Concept Schedule The sessions are scheduled on 1 day part per week, most likely Monday or Thursday mornings or afternoons.
participants
participants
Page 655 of 1045

Education Period 3
Start Education 3
Exam Period none
engineering design;
groups.
participants
Page 656 of 1045

Education Period 3
Start Education 3
Exam Period none
Materials
Assessment exam
Tests
participants 80
80

Course Coordinator M.G. Vink
Instructor M.G. Vink
Responsible for assignments M.G. Vink
Education Period 3
Start Education 3
Exam Period none
Summary The assignment is to develop a personal interpretation of a specific architectural aspect and to subsequently work this out to a
thoroughly designed, articulately detailed and documented spatial object.
Course Contents The assignment is set up as a journey of discovery and development. The search starts off on the basis of inspirations (coming
from architecture) towards the evolvement of a personal statement in form, context and material, which is evocatively
communicated, using graphical means and models.
In the context of this creative exploration, participants actively experiment with a variety of visualisation techniques, working
two-dimensionally as well as three-dimensionally. These techniques are addressed and practiced in a series of targeted
workshops, exercises and instructions and subsequently effectuated in individual spoken presentations accompanied by a project
portfolio.
The central educational challenges of the Form & Inspiration course are:
- Furthering the intellectual understanding of architectural issues;
- Developing expressive communication and formal analysis skills;
- Creating evocative project presentations and exhibits.
present a coherent, significant, elaborated, correct and personal interpretation of architecture design topic
give a personal presentation before the group of participants and tutors.
Apply conceptual, representational and analytical modelling
Apply and combine various presentation techniques containing Graphic design, sketches, spoken and written text, and dynamic
use of pictures, sounds and music.
Education Method Design studio format, workshops
Assessment Assessment on the basis of process, end-result, analysis, documentation and presentation. Maximum marking period is 10
workdays.
Special Information for more information you can contact the responsible instructor or course coordinator.
Period of Education 2e semester, 10 weeks in quarter 3
Used Materials Various materials for drawing, painting, collaging, photography and modelling.
Leerstoel Form studies
participants
participants
Page 657 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 658 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 659 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 660 of 1045

Sustainability
Underground
Water management
participants
participants

Responsible for assignments Ir. K.P.M. Aalbers
x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period 2
4
Course Contents In the track Urbanism students learn to integrate social, cultural, economic and political perspectives with the natural and man-
made conditions of an urban landscape in order to shape and plan for more sustainable development. This course is the theory
and methodological support of the design course Infrastructure & Environment Design (AR0027) that focusses on the making or
remaking of the natural and man-made conditions of the urban landscape. This course conceptualises and theorises the act of
integration and design. It provides the nescessary systemic knowledge.
The course programme consists of lectures, workshops and individual mentoring.

Formulate a conceptual or theoretical framework.
Education Method Self study, workshops and working groups:
Readings in the field of knowledge brokerage, technical entrepreneurs, ecology, sustainability and urban theory for a better
understanding and theoretical framing of the individual project.
Individual or group elaboration of the workshop results

Materials
Assessment Writing assignment plus oral examination.
Deliverables
1) Theoretical and Conceptual Framework
2) Individual paper
Assessment:
- Results of the workshop
- Individual report

Period of Education Quarter 2 and quarter 4
Concept Schedule The actual schedule will be available via Bright Space > My Timetable.
participants
participants
Page 661 of 1045

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 662 of 1045

Instructor P. de Ruiter
Instructor Ir. J.J.J.G. Hoogenboom
x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period 2
4
Expected prior knowledge No prior knowledge required.
Summary The students create within 10 weeks a visualization of a quote derived from a book, speech or song. The visualization can be a
single high resolution poster or a VR environment. They use advanced software like Maya, Mudbox, Substance Painter and the
Unreal game engine in combination with the HTC Vive for the VR. In weekly sessions specific themes will be covered and the
corresponding techniques will be practised.
Course Contents This course is called Beyond 3D. It means that the content of the course goes beyond the traditional 3D visualization and enters
the realm of advanced modelling, texturing and rendering which can be found in the film and gaming industry.
The topic is the visualization of a quote. The quote can be chosen from a book, a speech or from a song. The complexity of the
task is to translate the essence of the quote into an image or a virtual environment communicating this essence, a process which
also can be found in the visualization of an architectural design idea.
The result can vary from medieval castles attacked by dragons to cityscapes floating through space and everything in between
and beyond.
Students who have successfully completed this course are adept at independently implementing computer applications for the
effective visualization of any idea or concept.
Study Goals The student can:
- translate a quote into a 3D representation and create a high-quality visualization,
- demonstrate the effective implementation of 3D computer visualization using high-end animation software,
- create complex geometric models in a 3D environment,
- set up an efficient workflow and data-exchange,
- explain the difference between material shading models and apply these models to his/her project.
Education Method Contact time: 42 hours
- 7 weekly 4 hour workshops
- 7 lectures of 2 hours
Individual study: 94 hours
Computer Use Own laptop with a dedicated graphics card is mandatory.
Literature and Study Online literature, TOI-Pedia:
Materials http://wiki.bk.tudelft.nl/toi-pedia/AR0771
Assessment The assessment is based on:
- A poster as digital file or the virtual environment as an Unreal project.
- All the related project files.
- A portfolio (breakdown) of the project.
The assessment takes into account the quality of the above mentioned deliverables, the process and the used techniques.
Remarks This course is especially designed for students who want to expand their knowledge beyond what is needed for a traditional
architectural visualization.
Concept Schedule Monday morning lectures, workshops on Wednesday and/or Thursday.
participants
participants
Page 663 of 1045

AR0796 Ornamatics 5
Education Period 3
Start Education 3
Exam Period none
Summary The Ornamatics course explores the potentials for new ways of studying, evolving and realising architectural ornaments in
contemporary architectural design, using computer-aided modelling and manufacturing techniques.
Course Contents In recent years, ornamentation has increasingly (once again) become a compositional issue in architectural design. At the same
time, computer-aided modelling protocols - in combination with new production technologies - have contributed to wholly new
ways of shaping building elements.
Some examples of new techniques, which have recently become very successful in building production and in architectural
design education, are: 2D Laser cutting; 3D Rapid Prototyping; 2,5D and 3D Milling. Such new approaches not only create new
opportunities for traditional production processes (including physical modelling), they also offer new perspectives for design and
manufacturing on the level of architectural components and connections.
The course combines a focus on the opportunities for new forms of ornamentation, with the active utilisation of computer aided-
modelling and manufacturing techniques. The course couples the analysis of historical and contemporary aesthetic paradigms
with the opportunities and evolvements of a variety of 3D digital platforms.
It tries to stimulate the discussion about the role and meaning of ornament and decoration in the present, by settingthe design in
relation to an existing project.
The issue of Ornamentation involves study on the level of historical architecture styles and production techniques, finding /
analysing / categorizing of typical examples, development of a critical view on aesthetics related to building components.
present a coherent, significant, elaborated, correct and innovative design proposal for an ornament.
apply knowledge and understanding in the fields of composition, materialisation and detailing as well as the attainment of skills
in the fields of (computer-aided) manufacturing and representation.
approach a design problem from a cultural and intellectual point of view and give a 400 words reflection on this.
Education Method design studio format and lectures
Assessment Assessment on the basis of process, end-result, documentation, analysis and presentation. The maximum marking period is 10
work days.
Special Information Coordinator
Period of Education 2e semester, 10 weeks Quarter 3
Used Materials Various modelling approaches physical as well as digital are utilised in the context of the Ornamatics course. Active use is
made of the facilities of the facultys CAM-lab.
participants
participants
Page 664 of 1045

Course Coordinator Dr. T.G. Vrachliotis
Course Coordinator M. Mateljan
Course Coordinator D. Pohl
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents The seminar explores how the digital paradigm from the 1970s onward influenced education, research, and architectural practice.
The aim of the seminar is to provide an understanding of how contemporary questions around the digital relate to their recent
past. The main assignment is to design an exhibition about the digital, based on a time-line research, and oral history interviews.
Our hypothesis is that the digital caused a productive disruption in architecture and the built environment at all scales and all
phases of architectural design. Architects needed to engage with new interfaces as well as concepts in modelling, simulating and
computing the built environment. We will explore the innovative history of digital design, from the late 1950 to today's AI Labs.
The research seminar promotes both collective group work and independent thinking, with the aim of positioning architectural
research into a broader institutional, social, cultural, political and economic context. Students will address two major challenges.
During the first part of the semester, they will perform archival and library research in the collection of the Het Nieuwe Institute
in order to understand how the digital entered architectural education, research and practice. This will include exploring
institutional histories, curricula, research projects, and new computing machines. Students will conduct interviews, software
analysis and image historiography. The research will lead towards the formulation of an original hypothesis that allows for a new
storytelling of the digital in architecture that goes beyond parametric design, in taking cultural, economic and social changes into
account. Second, as a response to the research led in the first part of the semester, students are asked to develop a conceptual
timeline of the digital, reflecting the findings of the research phase. To share the research with the public, we will develop and
curate an exhibition at BK.
Study Goals - to understand social, economical and technological relations of digital tools and methods
- to showcase how contemporary questions around the digital relate to their recent past
- to demonstrate sufficient insight in and knowledge of the digital in design
- to perform archival and library research in the collection of the Het Nieuwe Institute and the TU Delft library
- to record, edit and publish oral history interviews with key actors
- to contextualise key actors, media, and technologies geographically and historically in a collective time-line
- to develop argumentation and graphic skills aiming to consolidate and strongly communicate a historical narrative about the
digital
- to curate an exhibition
Education Method Research will be conducted in thematic groups, the contribution to the exhibition is either individual or in groups of max 2
students. Findings will be presented and discussed in seminar sessions.
progress, arguments and concepts, organised in specific formats, as well as on the basis of the final deliverables. The criteria for
assessment will be communicated in the course Reader (syllabus). The midterm assessment will take place halfway through the
course program (not graded), and the final assessment will be done at the end of the course program (graded). Final presentation
consists of a collective research group booklet in A4 (each student with four pages), one individual narrative with a contribution
to the exhibition (one object per student) and the timeline (one A0 per student).
Special Information The locations of the consulting archives are mainly in Delft, Rotterdam or The Hague. Students might consider additional costs
for printing, and travelling, which could be quantified around 50 euros per person, depending on location and possibilities. The
seminar will take place in the weeks 3.1-3.10 on Friday morning.
Concept Schedule Friday morning
Page 665 of 1045

Course Coordinator Ir. F. Geerts
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents Idiosyncratic Infrastructures II
The course intends to remedy a knowledge gap, by collecting, redrawing and categorising pieces of infrastructure. Analysing the
specific circumstances conditioning these artefacts, investigating modes of representation specific to infrastructure, and focusing
on the very "thingness" of the infrastructural artefact, will contribute to a catalogue of idiosyncratic infrastructures.
Infrastructure and its component parts are dominated by standards, codes and conventions that are intended to enhance
efficiency, safety and feasibility, cemented in a repository of proven knowledge that is above all normative. At the same time
infrastructural objects are always grounded in complex pre-existing realities, produced by contradictory desires, and often
influenced by conflicting agencies. The customised intersection of standards, codes and conventions with the specificities,
resistances and opportunities of a real terrain has produced often clever, inventive, and imaginative solutions. These idiosyncratic
solutions have however often remained off the radar, and do not prominently contribute to the body of knowledge of
infrastructure design, mainly because of being too specific and exceptional to categorise.
The course practises the inverse of integrated design striving to analytically unpack the multi-disciplinary synthesis of the highly
-specialised architectural objects of infrastructure.
This Borders&Territories elective takes existing infrastructure case-studies at the intersection of architecture, city and landscape,
as the basis for a drawing and modelling experiment. Seminar-discussions on different representational conventions will feed the
speculation towards a final exhibition/catalogue.
Study Goals At the end of the course a student:
1. has an advanced knowledge of key modes of representation of infrastructure in art, design, and engineering and can reflect on
these in discussions, drawings and writings;
2. can reverse-engineer by means of drawing and modelling particular infrastructural artefacts;
3. is capable to interpret and reflect on non-standard cases from practice from a theoretic and design point of view;
4. can reflect on the historical and conceptual relationship between architecture and infrastructure.
Education Method 1. Lectures within a seminar setting.
2. Seminar tutorials with student participation through class discussion and student presentations.
3. The drawing/modelling-assignment progresses week-by-week, guided by different weekly sub-themes.
Assessment Class participation
Weekly progress
End-term submission and collective exhibition
Concept Schedule
Tuesdays between 13:45 and 17:45

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents Urban design can be regarded as an autonomous discipline that develops according to its own internal logics. The reinvention of
the grid as an urban planning tool, from Hippodamus in ancient Greece to Cerda in 19th century Barcelona and Bernard Tschumi
in 20th century Paris, is a good example. However, this seminar will focus not on the autonomy of the discipline, but its
heteronomy. We will investigate how urban design responds to external developments that take place in the social, economic,
political and cultural realm. During the 20th century, architects and urban designers were faced with giving shape to both new
and existing programmes while responding to a novel set of external challenges, such as growing democratization, emerging
ecological concerns, increasing secularisation, the rise of neo-liberalism, etc.
Study Goals The goals of this course are three-fold. First, it aims to offer students a concise overview of the history of urban design in the
20th century, and demonstrate how the practice and profession of urban design are influenced by challenges that (strictly
speaking) are external (or heteronomous) to the discipline. Second, it aims to familiarize students with the use of databases of
architectural journals (such as the Avery Index and the RIBA Library), and also teach them how architectural journals can be
used as a medium of research. Third, and finally, it aims to offer students insight into the subjective nature of historiography and
familiarize them with alternative modes of architectural and urban design historiography, and of narrating history in general.
Education Method The course consists of two parts. The first part spans the four weeks and the second part spans five weeks. In the first part,
students work in groups. Each week, they will receive a lecture by the course instructor(s). In addition, they will be given
readings to present in class, and be asked to engage in research using databases of architectural journals and the collection of
architectural journals held by the TUDelft library. In the second part of the course, students work individually. Emphasis in the
second part is on project research (through archives, literature review, interviews, etc.) and analysis through narrative
construction and graphic design. The final outcome of this course is a short story graphic novel.
Assessment There are 2 key assignments that need to be submitted (one for each part of the course). At the end of week 4 of this course, each
group of students should have finalized an analytical assignment using the databases of architectural journals as well as the
collection of journals held by the TUDelft library to identify 20 potential case-studies for further research (in part 2 of the
course). This first, analytical assignment counts for 25% of the grade. At the end of the second (and final) part of the course,
each individual student should submit a graphic novel short story (a design examination), which is to be presented orally and
publicly. This assignment will count for 60% of the grade. In addition to these 2 assignments, students will be asked to give oral
presentations (in groups) of assigned readings during the first four weeks of the course. These oral presentations will count for
15% of the total grade.
Period of Education Semester 2, quarter 3
Page 666 of 1045

Course Coordinator D.K. Czischke
Responsible for assignments D.K. Czischke
Education Period 1
3
Start Education 1
3
Exam Period none
Course Contents Human habitats refer to the environment in which human beings exist and interact. The term habitat (derived from the Latin
habitāre, to inhabit) comes from ecology, and includes many interrelated features, especially the immediate physical
environment, the urban environment and the social environment. At the individual and family levels, habitat consists of peoples
homes and the buildings and spaces where they go about their daily life. The cornerstone of human habitats is therefore, the
home.
Housing is strongly linked to social, economic and political developments on various levels individual household, housing
estate, neighbourhood, urban, regional, national and even international. The basic function of housing is to provide shelter, so it
directly affects peoples quality of life and wellbeing. However, housing is also an economic good; over the last decades housing
has increasingly been considered as an asset to be traded in the market. This multidimensional nature of housing often creates
tensions between different agendas: social, economic, environmental. Across the world, housing issues reflect local and national
specificities and historical pathways. Nonetheless, globalization is creating convergence on key housing issues and challenges in
large parts of the world.
In this course, students will learn about the role of housing to achieve socially sustainability human habitats in different
geographical contexts. Key concepts, policies and practices aiming at maintaining and improving social inclusion and wellbeing
in housing and living environments today and in the future will be presented and discussed. The course takes a global lense and
the concepts discussed are applied to various country contexts. It adopts a multi-dimensional understanding of the concept of
social sustainability in relation to housing, which identifies at least four core dimensions: 1) the social preconditions for
sustainable development (i.e., values, habits and rules); 2) the equitable distribution and consumption of housing; 3) the quality
of social relations in housing and living environments; and 4) the physical conditions or livability of housing and living
environments.
Study Goals At the end of the course, the student will be able to:
1.Explain the main problems and challenges related to social sustainability in human habitats in different parts of the world.
2.Apply key concepts and theories to explain and assess social sustainability challenges in human habitats.
3.Examine a policy or programme applied to the solution of a social sustainability problem in a given context and provide
recommendations for its improvement.
Education Method The course is structured in three basic modules:
Module 1: Challenges
Overview of social sustainability challenges across the world (e.g., equitable housing distribution and consumption; social
relations; liveability, etc.)
Module 2: Theories
A selection of theoretical approaches that can help explain the causes, effects and meaning of the above challenges in different
world regions (e.g., Capabilities approach; sustainability transitions; commons; collective action; social movements; critical
theory.
Module 3: Interventions
Policy and practice approaches to improve social sustainability (e.g., cooperative housing; Community Land Trusts; Incremental
housing programmes; Social mix policy approaches).
Each module will be taught through a mix of lectures by teachers from the BK Faculty and invited guests (including
practitioners) and flipped classroom methodologies involving a selection of educational videos produced by teachers from BK
and from the IHS at Erasmus University Rotterdam. The content of the reading and videos will be discussed with teachers and
invited guests in seminar-style activities.
Literature and Study Will be provided on Brightspace.
Materials
Assessment The course will be assessed through two main activities:
a)Individual essay (50% of final grade): Students formulate a social sustainability problem and examine it by applying a
theoretical lens of their choice.
b)Group assignment (50% of final grade): In groups of three, students choose a case of an intervention (policy or programme)
designed to tackle a social sustainability problem and critically examine its effectiveness. The list of cases is provided by their
tutors. At the end of their assignment, they must provide recommendations to improve the given intervention and justify these by
drawing on literature and material from the course.
Page 667 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 668 of 1045

Education Period 3
Start Education 3
Exam Period none
Course Contents The course is an Elective workshop/seminar under supervision of the department of Architecture. The course will be executed by
one of the disciplines of the track of architecture. This Elective opens the possibility to develop and offer an unique and
experimental limited design or research project on MSc2 level.
Since every year the course will be organised by a different group the theme and methods and content will vary.
The final topic and content will be presented at a studio information meeting of the responsible studio and described in the
syllabus before the enrollment for the spring semester starts.
- present a coherent, significant, elaborated, correct and innovative design or research result- on mainline and on aspects on MSC
2 level.
- is able to demonstrate the appropriateness of the design or research with respect to the assignment
- conduct design research and research-by-design by using physical and/or digital models, digital and/or hand drawings or a
report.
-collaborate and communicate by making active use of various methods to present the design or research result in all its aspects.
-is able to position the result within a particular theoretical, historical, social or contextual framework
in the Studio Manual, to be published at the beginning of the course.
Education Method The workshop or seminar features individual and group tutorialswhich will be study specific to the design or research topic as
well as several dedicated thematic exercises,lectures and seminars that pertain to and inform the subject.
Assessment Assessment will focus on the research or design work undertaken by the individual student within the set theme; the specific
research or design questions raised within; the specific study that responds to those questions; the representation of that study in
a physical presentation made by the student.

- the appropriateness of the intervention or conclusions with respect to the assignment; the feasibility and translatability of the
idea into a physical manifestation.
- aesthetic and ethical conclusions or results;
Concept Schedule Education starts week 3.1, final presentation week 3.10. No education in week 3.9
Leerstoel Department of Archtecture
participants
participants
Page 669 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 670 of 1045

Summary
starts.

participants
participants
Page 671 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 672 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 673 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 674 of 1045

Course Coordinator S. Lee
Instructor S. Lee
Responsible for assignments S. Lee
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Expected prior knowledge Software for design, graphics, data representation, and presentation
Scientific research skills
English proficiency in formal presentation
The course is also open to non-architecture majors.
This project-based seminar course takes place in the first eight weeks of spring semesters. It investigates the aesthetic potentials
inherent in sustainability by exploring the basic premises of sustainable built environment and the theories and rationales behind
sustainability-oriented design. The central question of the course is how sustainability-oriented design may contribute to the
overall quality of design.
Even though we speak of "sustainability" daily, we should make it clear what it actually entails. This course aims to establish a
foundation that sustainability presents aesthetic opportunities, rather than limitations, to the conception, design, and construction
of buildings and places.
The course approaches sustainability in four conceptual spheres that intersect with one another: Durability, Conservation,
Process, and Efficiency. The course also offers discussions on the environmental impact of widely used building materials and
the pertinent concepts and sciences behind them.
The course consists of five chapters: Energy, Materials, Construction, Air/Water, and Lifestyles/Ethics. We will explore those
primary elements in sustainable design and apply them to an individual small-scale design exercise.
Ultimately, the course aims to offer aesthetic opportunities and consequences aligned with sustainable design through theoretical
discussions and application in design.
Study Goals By completing the course, the students will gain concrete knowledge and applicable skills toward sustainability as an integral
part of design practice:
Understand the foundations of sustainable design;

Understand the application of sustainable thinking in design;
Learn to assess and evaluate the potentials of sustainable design;
Learn how to apply what kind of sustainability concepts to a given design task;
Understand the relationship between sustainability as cultural discourse and the role of design for it;
Develop viable scenarios for sustainable lifestyle.
Education Method In research seminars (individual/groups), students learn to reflect on the needs of the contemporary society, develop architectural
positions and learn design techniques to translate their concepts into buildable spatial solutions. It consists of a series of literature
reviews, tutorials, site visits, and pre-design analysis, leading to an individual/group result.
Lectures & discussions

Literature review & design analyses
Presentations & reviews
The class will be divided in groups depending on the number of participating students.
Literature and Study The course employs a variety of weekly references that deal with each weeks topic. The literature list will be announced in the
Materials specific course syllabus of the term.
Assessment Class participation & discussions (20%)
In-class presentations (30%)
End-term design presentation & submission (50%)
IMPORTANT: The first session lays out the overall framework and crucial information regarding the contents of the course.
Participation in the first class is mandatory. Absence without the instructors consent prior to the first session may result in the
dismissal from the course.
participants
participants
Page 675 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
The seminar addresses the perception of public building and the various ways of designing, forms of expression and
representation techniques. In our time, the hegemony of vision has been reinforced by a multitude of technological inventions
and the endless multiplication and production of images. Perception can be perceived as process of interaction that relates to
visual composition, articulating and supressing details while focussing on identification. This process of interaction is taken as
the starting point to investigate transformations in architectural composition.
Technical education usually focuses on phenomena like form and program. However, to include the experience of perception
will enlarge the architects repertoire substantially. For example, the way in which colour affects our perception of the
architectural composition, shows us how its application can be considered as a powerful tool.
The course presents and investigates methods that can be applied for site-specific design. Moreover, a more theoretical reading
program supports the thematic workshops, contributing to the understanding of notions like the formal and informal in
architecture and urbanism. The readings are centred on writings about perception in the context of architecture and give evidence
of the great variation in the approaches and tools. Learning to understand architectural composition in the context of perception
offers the potential to make architecture more productive and more resilient.
Study Goals Students are expected:
to experiment with different methods and techniques
to explore the specific relationship between image and language
to work with the different constraints that define the potential for innovative design
reviews, tutorials, site visits, and pre-design analysis, leading to an individual portfolio.
workshops
self-study
presentations
lectures
individual portfolio
Literature and Study Phenomenology Of Perception by Merleau Ponty
Materials Evidence of Images by E.H. Gombrich
Ways of Seeing by John Berger
Designing and thinking in images by Oswald Ungers
Design and Non-Design by Diana Agrest
ColorLightTime byJordi Safont Tria, Sanford Kwinter, Steven Holl
The Eye Embodied by Luis Barragán
Atmospheres by Peter Zumthor
The politics of the Envelope by Alejandro Zaera-Polo
The Eyes of the Skin by Juhani Pallasmaa
Assessment Text comprehension (25%)
Diversity in tools (25%)
Performance of the portfolio (25%)
Attendance and participation (25%)
in-class participation on a weekly base

individual portfolio to be handed in week 8
participants
participants
Page 676 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 677 of 1045

Contact Hours / Week 12 (twelve) hours per week starting in week 4.1 and ending in week 4.10
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Expected prior knowledge An interest in philosophy and theory is desirable, but not required for this course.
Summary A common (mis)understanding is that Architecture is active practice, while Philosophy is passive contemplation. In this course
we will correct this misunderstanding, approaching philosophy and architecture from unexpected and fresh angles. We will see
how both are engaged in a dynamic process of exchange and transformation: where philosophy encourages us to think otherwise,
to produce concepts and experiment with problems, architecture provides a framework and a field of operations.
Course Contents Students in this course will be introduced to a host of concepts through a slow, collective reading of three short texts. In these
texts, we will examine current issues and concerns that may be articulated through philosophy and architectural thinking.
Examples of such issues are the complex, trans-disciplinary encounters of technology, culture, the environment, architecture and
so on.
Students in this course will be encouraged to 'freely associate' thoughts that emerge from the reading of these texts. In this way,
participants in this elective lecture seminar will engage in rich conversations and group discussions on many areas and fields of
knowledge that intersect in areas that relate to architecture, understood as the design of the lived environment, present and future.
Study Goals Upon successful completion of this course, the student has:
acquired appropriate knowledge on philosophical and architectural thinking, and the production of related art forms, literature
and media.
developed sufficient intellectual and inquisitive skills and an academic and critical attitude towards the analysis, setting and
solution of complex problems; formulate adequate questions and evaluate the validity of knowledge claims.
become aware of the rootedness of ideas, designs and plans in a particular temporal, and societal context.
learned to conduct independent, ethical research.

Education Method This course is based on the newly developed pedagogy of 'collective reading', namely, the slow reading out loud of short texts
(or segments) and their simultaneous analysis and group discussion.
The course is designed as a lecture seminar:

3 bi-weekly reading seminars
Course Relations AR2AT031 (Architecture Theory Thesis Lecture Seminar)

AR2AT021 (Agential Materialism Design Studio)
Literature and Study This course has a Course Reader: a compilation of three segments or texts that will be read in the seminars.
Materials The Course Reader will be available on Brightspace in advance of the course start, but will be read during the meetings. No
further or prior reading is required for this course.
Reader This course has a Course Reader. It changes every academic year. See Brightspace and the Course Syllabus for the current
Reader.
Assessment This course is assessed with a specific WRITING ASSIGNMENT:
Students are asked to write a set of three "Thought Pieces". "Thought Pieces" are short, open-scope texts in which the students
will generate writings and other forms of creative expression : reflections of the discussions of the seminars; speculations on
specific ideas, thoughts or topics; narrative or story-telling experiments; etc. Students are free to choose the modality and
thematic of these thought pieces. More information on the "Thought Pieces" is available in the course syllabus.
Students will decide themselves whether to submit each piece after each seminar, or compiled as a set of three, at the end of the
quarter.
The maximum marking period is 10 working days after the final deadline.
The due date for all assignments is in week 3.10 as per academic calendar.
Enrolment / Application This course is taught in Q3, enrolment during Faculty periods. No special enrolment for this course.
Elective Yes
Period of Education This course is taught only in Q3
Concept Schedule Wednesday afternoons:
weeks 3,2, 3.4, 3.6 - Reading Seminars
weeks 3.7-3.10 - self-study
week 3.10 - due date "thought pieces"
participants
participants
Page 678 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 679 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 680 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 681 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 682 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 683 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents This lecture/seminar course provides a historical foundation for the creation of sustainable architecture and is designed for
students to investigate issues of sustainability in architectural and urban form, past and present. It posits that traditional
vernacular design holds many inspirations for contemporary design and life and therefore starts with a historical analysis.
Study Goals Students will learn how to evaluate architecture and urban form in regard to architectural and urban, but also ecological,
economic, political, cultural, social sustainability in cities over time and through space.
Education Method The course is a mixture of lectures, seminars and discussion sessions. It requires attendance and close reading of texts and
careful analysis of buildings and practices of architectural and urban design.
Assessment This course requires active class participation. It aims to model scientific research through in-class research, presentation of
small research themes, and in-class presentation of readings and personal research topics. Students will submit a final paper or a
portfolio on the research.
Period of Education 3 Quarter

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 684 of 1045

Course Coordinator Dr. L.G.A.J. Reinders
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents The MSc2 elective 'The Living City' explores the intersections between architecture and everyday life through experimental
methods of notation and visualization. The course locates architecture in the flows, rhythms, cycles and seasons of nature and
human life. It explores the assemblage of urban places, the stories of buildings, the lives and flows of people, and the ecology of
non-human species. You learn how to do anthropological fieldwork; to read, de-code and analyze a place, to observe people,
buildings and spaces, and to translate your findings into visual scripts and movies. To make architecture move!
Study Goals Upon completion of the course the student can
1. Organize a fieldwork study and apply different methods of notation, analysis and visual representation.
2.Relate architecture to real life and develop an understanding of the complex relations between humans, buildings and urban
spaces.
3.Logically explain and reflect upon the relations between fieldwork, analysis and visual script/movie.
4.Work efficiently and constructively in a collaboration with other students.
Education Method Excursion to the site/city.
Independent design and self-study
goals.
Enrolment / Application The maximum marking period is 10 working days.

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 685 of 1045

Course Coordinator mr. F.A.M. Hobma
Instructor mr.dr. P. Jong
Responsible for assignments mr. F.A.M. Hobma
Contact Hours / Week 4 hours per week starting from week 1.1. and ending in week 1.8.
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Required for This course is part of MSc Construction Management and Engineering
Expected prior knowledge Bachelor of Science
Course Contents This course is about legal & governance aspects of the construction process, especially the institutional legal & framework
settings concerning the major players and the main interests concerned.
Legal aspects mainly rest in limitations and possibilities created by the legal system, as a context for interactions within and
across the public and the private sector boundaries, during the complete life-cycle of the construction process. The relevant legal
and institutional frameworks and their underpinnings will be explained and analysed and put into the perspective of 'real-life'
problems. Insight into legal reasoning, as a specific methodology, will be practised through the use of legal literature and
jurisprudence.
The main course topics will deal with both public and private law. The place and position of the future graduate in the
construction process will serve as a guideline in the selection of these topics.
Study Goals After successfully completing this course, the student is able to:
- recognize important aspects of the institutional framework of the construction process and the governance modes that develop
within this framework;
- recognize relevant legal aspects (within different phases) of the construction process and analyze these in the context of public
and private institutional frameworks;
- estimate, analyse the weight and complexity of these aspects;
- develop ideas to deal with these aspects and provide solutions for problems or conflicts resulting from these aspects in
accordance with the fundamental positions of the public and private sectors;
Education Method (Video)lectures; assignments; self study without guidance
Literature and Study - Chao-Duivis, M.A.B., Koning, A.Z.R., Ubink, A.M., A Practical Guide to Dutch Building Contracts. 4th Edition, 2018.
Materials Published by: IBR, The Hague.
- Hobma, F.A.M., Jong, P. An Instrumental Approach to Planning and Development Law in the Netherlands. Published by: IBR,
The Hague.
- Journal articles.
Assessment This course will be assessed by means of a written exam (70%) and assignments (30%).
Remarks This course can not be taken as an elective by students from MSc track Management in the Built Environment (Master
Architecture, Urbanism and Building Sciences)
Period of Education One quarter
Concept Schedule Thursday morning and afternoon

Course Coordinator S.E. Frausto
Instructor S.E. Frausto
Instructor J.P. Benavides Lavalle
Education Period 1
2
Start Education 1
Exam Period none
Course Contents The course is a thematic lecture series focusing on scholarly research and critical approaches to architecture discourse. The aim
is to provoke dialogue and debate, engaging students in linking architectural thinking and practice to the history of ideas and
changing social and cultural conditions. Invited speakers consist of international emerging and leading practitioners, scholars,
and experts.
The course is organized by the Berlage Center for Advanced Studies in Architecture and Urban Design. Each semester's theme
relates to the education and research programs of the Department of Architecture.
Study Goals The main objective is to bring students in contact with leading and emerging practitioners, scholars, and experts. Focusing on
scholarly research and critical approaches to contemporary architecture and urban design, the course provokes dialogue and
debate. Students are encouraged to link architectural thinking and practice to the history of ideas and changing sociocultural
conditions.
Education Method The course consists of lectures, followed by discussion between students and the lecturer, in a seminar-like setting.
Prerequisites While this course is a post-master's-level course, it is open to select MSc. students as an AR elective course.
Assessment Students are required to complete a report, essay, or written equivalent project.
Enrolment / Application For more information, contact Salomon Frausto.
Concept Schedule Friday
Page 686 of 1045

Education Period 3
4
Start Education 3
Exam Period none
and experts.
conditions.
Concept Schedule Friday afternoon

Course Coordinator Dr.ir. B.M. Meijers
Instructor Dr. D. Peng
Responsible for assignments Dr.ir. B.M. Meijers
Contact Hours / Week 6 hours per week (2h lecture / 4h practical)
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Expected prior knowledge It is assumed that students know how to use command line tools, how to work with files and directories, and know what are the
parts of a computer and how they work together.
Course Contents This course gives an introduction to the Python programming language and focuses on applications for Geomatics in its
assignments.
Introduction to programming with (mainly) Python and (some) C++, topics that will be covered:
- Interactive mode of the Python interpreter and writing scripts.

- Basics of the Python programming language: variables; data types: integer, float, boolean, string; expressions; assignment
statements.
- Control constructs: if-statements, loop constructions (for, while, range).
- Input and output.
- Advanced data types: list, tuple, dictionary.
- Functions, modules, recursion.
- Objects, classes.
- Using a development environment.
- Main differences between interpreted (e.g. Python) and compiled (e.g. C++) languages.
Study Goals After following this course, the student should be able:
1. to explain and use the basic elements of a programming language;
2. to describe and give examples of some Object Oriented programming features;
3. to translate a (simple) problem into an algorithm;
4. to construct a correctly functioning program;
5. to understand the difference between an interpreted and compiled language and explain when to use one or the other.
Education Method Lectures, programming assignments, self-study.
Literature and Study Think Python: How to think like a computer scientist, available from: http://greenteapress.com
Materials
Assessment Laboratory assignments (60%) and exam (40%). Both assignments and exam have to be graded sufficient to pass the course.
Page 687 of 1045

Course Coordinator Dr. G. Agugiaro
Instructor A. Petrovi
Instructor Dr. G. Agugiaro
Responsible for assignments Dr. G. Agugiaro
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Expected prior knowledge This is a GIS introductory course, so no previous specific skills are required. It open to students with heterogeneous backgrounds
(architecture, urban planning, civil engineering, etc.).
However, prior knowledge of scripting/programming in at least one language (e.g. Python) will be of help. For this reason,
attending course "GEO1000 - Python Programming for Geomatics" in parallel is encouraged (also considering the following
courses within Geomatics MSc).
Course Contents The course provides an overview of Geographical Information Systems (GIS) and digital Cartography, and of how GIS can be
used in practice to solve real-world problems. The course also provides students with theoretical background knowledge of
concepts, data types and GIS-related typical processes and algorithms of GIS packages.
The course has both a theoretical and a practical part in which students do exercises to get hands-on experience with GIS
packages. The open-source software QGIS and GRASS GIS packages and FME by Safe Software are used for this purpose.
The course has 3 parts:
1. Introduction to GIS
- fundamentals of Geodesy, Coordinate Reference Systems, and map projections,
- spatial data modelling (vector and raster spatial models),
- geo-data manipulation (editing, digitizing, importing, converting, etc.),
- overview of spatial analysis operations,
- production of interpretable output (e.g. maps),
- fundamentals of data quality.
2. Algorithms and data structures for GIS

- data structures for vector and raster data (including topological data structures),
- basic algorithms for vector (point-in-polygon, Boolean operations, intersection, area, etc.),
- basic algorithms for raster (encoding, quad trees, map algebra),
- networks and related algorithms such as shortest-path.
3. Applications of GIS to real-world problems

Real-world problems related to the built environment (e.g. urban spatial analyses, estimation of energy demand for buildings,
determination of noise impact due to construction of infrastructure, etc.) will be solved with the help of GIS packages.
Study Goals The overall objectives of the course are:
a) To understand what a GIS is (e.g. listing its different parts and explaining what can be done with it);
b) To identify, classify and evaluate the various internal running processes and algorithms used when, for example, a user "clicks
on a button" in a GIS package;
c) To apply GIS knowledge to solve practical spatial problems with it.
After the course the student will be able to:
1) Explain what a GIS is and what real-world problems it can help solve;
2) Describe the quality aspects of geodatasets
3) Describe and compare the two conceptualisations of space (field versus objects), and how these are modelled in a GIS;
4) Use a GIS to visualise, convert and analyse geographical datasets coming from different sources;
5) List the main spatial data structures used in GIS, compare and discuss them;
6) Explain and analyse what the basic spatial operations are and consist of, and how they are performed;
7) Given a specific geographical problem, identify and analyse which GIS approach (in terms of data structure and algorithms) is
the most suitable, and justify the reason for choosing it;
8) Generalise the GIS knowledge to solve more complex spatial problems by integrating the existing tools and developing
tailored solutions/workflows.
Education Method Lectures: 26 hours; Labs (supervised individual and group hands-on exercises): 20 hours; Self-study: 94 hours
Literature and Study - Book: Principles of Geographical Information Systems
Materials - Slides of the lectures (available on Brightspace)
- Additional selected book chapters or scientific articles (available on Brightspace)
Assessment Written exams (1 mid-term quiz + 1 final exam), 2 graded assignments (practicals with a GIS package).
Page 688 of 1045

Course Coordinator Prof.dr.ir. P.J.M. van Oosterom
Instructor mr.dr. H.D. Ploeger
Responsible for assignments Prof.dr.ir. P.J.M. van Oosterom
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents This course gives an introduction to the field of land administration.
Proper Land Administration (LA) is considered to be a condition for sustainable economic development in a country. Land
Administration Systems (LAS) serve different purposes, such as legal security (of ownership), fair valuation/taxation, land use
planning, etc. In some countries there are multiple centuries of LAS track record (via Public Registers, Cadastral Maps, etc.). In
other countries LAS is still not available, as implementation is non-trivial due to finding the right legal, organizational and
technical solutions for the different components. The role of Geomatics (survey, spatial data management, updating and map
editing, data dissemination) in LAS is very significant. Often in a single country multiple organizations (ministries, agencies or
other authorities) are involved in land administration. The world of land administration is getting more international and
information is used beyond country boundaries; e.g. INSPIRE cadastral parcels. This implies that land administration standards
are crucial for interoperability. The key concepts (person/party, right, restriction, spatial unit/parcel, boundary, legal and spatial
source documents) are described in a conceptual information model (UML domain model). The (international) standards are
based on established practices and are a good starting point for renewal or initial implementation of LAS. The Land
Administration Domain Model (LADM, ISO 19152) will therefore be discussed in detail.
Due to automation and digitalization, LAS implementations have changed a lot over the last couple of decades. Also because of
ever evolving societal needs, and increasing technological possibilities, the field is continuously faced with new challenges, such
as 3D Cadastral registration (to name just one example).
In this course students will learn about the organizational, legal and technical aspects of land administration. Based on a system
approach, i.e. a study of a system with emphasis on the relations between its elements and the common goal, they will be able to
perform an assessment of a specific LAS and to make proposals for development and further improvement.
Study Goals After this course the student is able to:
- Explain the basis of land administration (why is this needed?, the different components: survey, spatial data, legal framework
documents, etc.);
- Describe and explain the underlying principles and technology of Land Administration Systems (LAS);
- Describe and assess the role of actors within a specific system;
- Explain the significance of LAS for sustainable development and take a personal and critical position on this;
- Assess, based on a systems approach, the practical value of a specific (national) LAS;
- Interpret the data from a LAS in a specific case, and give a reasoned opinion about the meaning and value of this information
on rights, restrictions and responsibilities in this specific case;
- Motivate the importance of standards in general and specifically the ISO standard 19152 (Land Administration Domain
Model);
- Make proposals for improvement of a specific LAS in general terms.
- Explain the increasing need for future developments such as 3D Cadastres.
Education Method
- 14 Interactive lectures (28 hours)
- 14 Blended learning and reading assignments (42 hours)
- 4 Assignments ( each 8 hours finish/report, in total 32 hours)
- Self-study and exam preparation (35 hours)
Assessment Written exam (3 hours).
Period of Education Quarter 3.
Page 689 of 1045

Instructor mr. C.A. León Sánchez
Contact Hours / Week 6 hours per week, from (first week of Q1) till (last week of Q1)
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
Expected prior knowledge GEO1004 (3D Modelling of the built environment) or equivalent
GEO1006 (Geo-database management systems) or equivalent

Course Contents Semantic 3D city models play globally an increasing role as hubs of harmonised and integrated information that include both
spatial and non-spatial data. For certain applications, the geo-spatial dimension plays a fundamental role. In bottom-up
approaches, for example, several data regarding buildings are used and processed to further compute meaningful characteristics
and KPIs (Key Performance Indicators) about the building stock. Such data can be then further aggregated up to the district or
city level and so on.
Depending on the specific application, the spatial dimension can play an important role. A simple list of examples could be: the
computation of the volume of complex buildings, the computation of shared walls between adjacent buildings, the estimation of
the solar irradiance on the roof surfaces or on the building façades. In such cases, 3D data is needed, as the usual 2D data that
may not suffice.
The course will focus on the use of 3D city models, based on the international standard CityGML, as support for energy-related
applications in the framework of the energy transition. A non-exhaustive list of possible applications is:
-Bottom-up approaches for estimation of energy performance of buildings
-Coupling of 3D city models with specific simulation tools
-Assessment of photovoltaic potential at urban scale
-Integration with supply networks (e.g. gas, district heating, etc.)
-Data modelling, definition and testing of (energy-related) data standards.
The course has both a theoretical and a practical part. Every year, a specific topic will be selected and treated during the course.
Every year, depending on the selected topic, the necessary theoretical background will be provided during lectures.
1) Understand the main concepts of the international standard CityGML and its extension mechanisms, e.g. via ADEs
(Application Domain Extensions)
2) Understand the requirements in terms of data to develop energy-related applications at urban scale based on semantic 3D city
models
3) Depending on the selected topic, (re)use or implement algorithms that allow to solve a specific problem
4) Depending on the selected topic, couple existing simulation software tools with a semantic 3D city models by defining and
implementing bi-directional data interfaces.
1) Understand the fundamental requirements for urban energy modelling

2) Perform data requirement analysis for the modelled phenomenon starting from (but not limited to) a semantic 3D city model
based on CityGML
3) Use (and, if needed, adapt) software tools to generate, store and visualise 3D city models
4) Depending on the specific application, implement the required procedures or, alternatively, define a proper interface between
the 3D city model and the simulation tool
5) Apply the acquired knowledge to set up and run a proper simulation environment to solve a specific problem
6) Gather and analyse the simulation results, and possibly make them available for further applications.
Education Method Lectures and laboratories: 6h/week; Self-study: 92 hours.
Students are encouraged to work in groups during the laboratories.
Literature and Study - Slides of the lectures (available on Brightspace)
Materials - Hand-outs (available on Brightspace)
Assessment - Graded and nongraded assignments during the quarter
- Group-wise final project consisting of a written report and an oral presentation at the end of the course.
Period of Education Quarter 1 of the second year of MSc Geomatics
Concept Schedule Each lecture/lab session takes place during a two-hour time slot, three times per week.
(Generally), the course takes place in the afternoon on Tuesdays, Wednesdays and Thursdays.
participants
participants
Page 690 of 1045

Course Coordinator C. Garcia Sanchez
Responsible for assignments C. Garcia Sanchez
Education Period 4
Start Education 4
Exam Period 4
Expected prior knowledge Knowledge of one programming language is required (e.g. Java, Python, etc.). Prior knowledge of linux and calculus would be
an advantage.
In any case, at the beginning of the course, the average knowledge of the students will be evaluated in order to adjust the level of
the course accordingly.
Course Contents The course focuses on the modelling of winds and dispersion around 3D city models. The goal is to further the students
experience in geomatics knowledge by learning tools with direct application to real urban scenarios. The course covers the
necessary fundamentals of fluid dynamics and computational fluid dynamics methodologies to perform simulations in urban
environments.
The simulations will cover wind predictions and dispersion of pollutants, which can play an essential role when designing and/or
improving urban areas to assess and ensure urban sustainability, liveability, energy efficiency and comfort.
Study Goals 1) Understand the fundamental requirements for urban energy modelling and for micro-climate simulations;
2) Perform data requirement analysis for the modelled phenomenon starting from (but not limited to) a semantic 3D city model;
3) Depending on the specific application, implement the required computation procedures or, alternatively, define a proper
interface between the 3D city model and the simulation tool;
4) Apply the acquired knowledge to set up and run a proper simulation environment to solve a specific problem;
5) Gather and analyse the simulation results, and make them available for further applications.
Education Method Lectures and laboratories: 6h/week; Self-study: 92 hours
Reader Slides of the lectures (available on Brightspace);
Handouts (available on Brightspace);
Additional selected book chapters or scientific articles on specific topics (available on Brightspace).
Assessment The assessment consists on hands-on assignments.
Concept Schedule Tuesday, Wednesday and Thursday
Page 691 of 1045

Course Coordinator Dr. L. Nan
Course Coordinator Ir. S. Du
Course Coordinator N. Ibrahimli
Responsible for assignments Ir. S. Du
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents This is an introductory course for machine learning to equip students with the basic knowledge and skills for further study and
research of machine learning. It introduces the theory/methods of well-established machine learning and state-of-the-art deep
learning techniques for processing geospatial data (e.g., point clouds). The students will also gain hands-on experiences by
applying commonly used machine learning techniques to solve practical problems through a series of lab exercises and
assignments. The topics of the course include:
- Introduction to machine learning

[-] Applications of machine learning
[-] The scope of machine learning
-) Regression vs classification
-) Supervised learning vs unsupervised learning
[-] Limits and dangers of machine learning
- Clustering
[-] K-means
[-] Hierarchical
[-] Density-based
- Linear regression
[-] Closed-from solution
[-] Solution via optimization
[-] Gradient descent
- Classification
[-] K-nearest neighbors
[-] Bayesian classification
[-] Logistic regression
[-] Support vector machine (SVM)
-) Maximum margin classification
-) Soft-margin SVM
[-] Decision trees and random forest
- Neural networks
[-] Multi-layer perception
[-] Backpropogation
- Deep learning (focusing on CNN)

[-] Convolution
[-] CNN architecture
Study Goals After finishing this course, the students will have gained the theory of commonly used machine learning techniques and the skills
to apply them for processing geospatial data. Specifically, the students will be able to:
- understand and explain the impact, limits, and dangers of machine learning; give use cases of machine learning for the built
environment;
- explain the main concepts in machine learning (e.g., regression, classification, unsupervised learning, supervised learning,
dimensionality reduction, overfitting, training, validation, cross-validation, learning curve, and regularization);
- explain the principles of well-established unsupervised and supervised machine learning techniques (e.g., clustering, linear
regression, Bayesian classification, logistic regression, SVM, random forest, and neural networks);
- collect and preprocess data (e.g., labeling, normalization, feature selection, augmentation, train-test split) for applying machine
learning techniques;
- select and apply the appropriate machine learning method for a specific geospatial data processing task (e.g., object
classification or semantic segmentation);
- analyze and evaluate the performance of machine learning models.
Education Method Lectures, reading materials, assignments, lab exercises, and (optionally) student presentation.
Course Relations This course is closely related to other Geomatics courses in geospatial data acquisition, data management, data visualization,
data analysis, and 3D modeling.
Literature and Study - Christopher Bishop. Pattern recognition and machine learning. Springer. 2006.
Materials - Kevin Murphy. Machine Learning: A Probabilistic Perspective. MIT Press. 2012
- Ian Goodfellow, Yoshua Bengio, and Aaron Courville. Deep Learning. MIT Press. 2016.
- Lecture notes (will be distributed during the course).
Practical Guide In the assignments and lab exercises, students will experiment with the machine learning techniques introduced in the lectures
using popular python frameworks and tools (e..g, Jupyter notebook, scikit-learn, NumPy, Matplotlib, PyTorch).
- Each assignment will be announced when the related lectures are delivered;
- Be creative with experiments; try different scenarios and discuss the pros and cons; discuss the effect of parameters (if
possible).
- For group assignments, discussions between groups are highly encouraged;
- The report should include a short description of who did what' and a brief reflection on how the feedback received from others
improves the work;
- Strict deadline: 10% deduction per day late, no more accepted after 3 days.
Prerequisites - Linear algebra

- Calculus
- Basic probability or statistics
- Python programming language
Assessment The assessment of this course consists of three group assignments and the final exam. The final grade is based on the evaluation
Page 692 of 1045

of both the assignments and the final exam, i.e.,
- Group assignments (40%). All assignments have equal weight in the final grade. It is possible to resubmit your work after
incorporating the feedback/suggestions received from the teachers. However, the evaluation of an assignment is mainly based on
the first submission. Students who have improved their work may receive a slightly higher grade depending on the significance
of the improvement (but no more than 0.5).
- Final exam (60%). The final exam consists of multiple-choice questions and open questions. Example questions will be given
two weeks before the exam.
Both assignments and the final exam have to meet the minimum requirement (i.e., 5.5) to pass the course. A total of 6.0 or above
is necessary to pass the course.
Elective Yes
Tags Artificial intelligence

Course Coordinator mr.dr. H.D. Ploeger
Contact Hours / Week 4 hours per week, from week 4.1 to 4.8
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
Course Contents This course discusses the main principles of data ethics and the relevance of applied ethics in the domain of the data-driven city
to answer the main question of how to safeguard the human dimension in a data-driven world.
Nearly eight billion people and their devices produce unimaginable amounts of data, seven days a week, 24 hours a day,. Data on
all aspects of human existence, that promise, in combination with increasingly powerful computers and the application of AI,
mankind the opportunity to influence all aspects of life. This will be especially the case in the urban setting. The concept of the
'smart city' assumes that the flows of data that the city and its residents produce will lead to better (after all smart) solutions for
designers, industry and, at the end, citizens. For example, the smart city will be a better planned city, smart mobility will allow
for efficient and safe use of space and time, and a smart home will be able to cater optimally the daily needs of the user, based on
the personal profile as determined on the basis of the available data.
However, these technology driven perspectives leave the question open how we want the life in the data-driven city of 2050 to
look like? The choices we make today determine our world of tomorrow. Taking this perspective it is clear that the development
of our data-driven future cannot be just a question of engineering and the economic models supporting the solutions. Should all
possible development and use of data-driven solutions (e.g. by architects and urban planners) be permissible in the light of the
consequences? How about values as autonomy, privacy, transparency, consent and fairness?
Although the posed question of the interpretation of the data-driven city appears at first sight a question of policy, which could
lead (or not) to the creation of a normative (legal) framework setting standards via enforceable rules, a crucial discussion should
precede this: what are the ethical concepts and principles that guide us in determining what solutions are right or wrong? Data
ethics are needed to be able to answer the crucial question for people living and working in the city of tomorrow: how to
safeguard the human dimension in a data-driven world?
Study Goals After this course, students are able:
- To understand the relevance of applied ethics in relation to the design and governance of the data driven city
- To identify concrete ethical issues within the field of the use of data in a concrete situation
- To identify and apply the relevant ethical principles for this concrete situation.
- To create a framework for the application of technology in the data-driven city and to formulate a substantiated standpoint
regarding the admissibility of this technology.
Education Method 12 Interactive lectures and workshops. Part of the workshops is a short presentation, one by each student, about a (scientific)
paper to be chosen from the reading material included in the syllabus. All students are expected to participate in the discussion.
(24 hours)
Self-study, Individual assignments (60 hours)
Design of the artefact and writing of the report containing the explanation and reflection. The artefact must provide an answer on
the central question of this course: how to design ethical principles for the data-driven city and how to design a data-driven city
based on those principles (56 hours)
Assessment The student will design an artefact and submit a written report (providing explanation of the artefact and containing a reflection).
The course is concluded with a short oral exam. The artefact can be a video (min 5 minutes, max 10 minutes), an animation (min.
5 minutes, max. 10 minutes), a poster or a model.
The final grade is constructed as follows: artefact: 40%, written report: 40%, oral exam: 20%.
During the course the student must answer one or more short (closed and/or open) questions after reading each of the papers
included in the syllabus. The answers given will be assessed with a pass or fail. Answering all questions with a pass is a
necessary condition to complete the course.
participants
Page 693 of 1045

Year 2022/2023
Page 694 of 1045

Responsible for assignments Ir. P.G. Teeuw
Contact Hours / Week 1 hour per week
x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period none
Expected prior knowledge MSc1 Building Technology (Bucky Lab Design and MSc1 courses), Technoledge courses, EXTREME technology or MEGA (or
approved equivalent), EARTHY or SWAT Studio.
Course Contents The Building Technology Graduation Studio continues the build-up of Bucky Lab Design and the BT MSc1 courses, the
Technoledge courses, EXTREME technology or MEGA (or approved equivalent), and EARTHY or SWAT Studio to the
student's own graduation project in the Building Technology master track.
In the graduation studio students work (in groups) on their individual graduation project comprising a preparative technical-
scientific study (until the P2, this first part) and design, design by research or research by design (after the P2, the second part of
the graduation studio).
The studio intends to be in strong coherence with themes from the research programme of the AE+T department, so students can
benefit from and contribute to the research activities by staff of the AE+T department. While the graduation project's subject can
relate to any of the disciplines represented by the Building Technology master track, emphasis lies on sustainability-related
topics of structural design, façade & product design, climate design and design informatics. These are interlinked.
The student will be assigned to two supervisors from different 'colours' of AE+T (Structural Design / Façade & Product Design /
Climate Design / Design Informatics), the student projects content as well as design and research is reflected by these two
supervisors. Limited consultations with other staff members might be arranged if thats desired thematically.
- is capable of delivering innovative contributions toward the development of sustainable structural, façade, product, climate and
computational design, and to technical-scientific research in these areas;
- has insight in the profession and competences of structural, façade, product, climate or computational designers and their
societal and professional role and ethical responsibilities in sustainable development of the built environment;
- is able to present process and result in a clear and systematic way, reflect on process and work, and argument in a scientific
way.
Education Method Supervised self study, with possibly intermediate studio workshops
Assessment P1 First ideas of the graduation project, conceptual research framework, first literature study results
P2 Definite research framework, literature and desktop research results, outline for the design research
See the current Graduation Manual AUBS for more details and for the assessment criteria.
Special Information On set conditions, Building Technology students have the possibility to carry out their graduation research project at a company.
Students who wish to do so are required to sign a standard internship agreement in advance, including a research proposal which
has been approved by the main mentor. Additional conditions and requirements are stipulated in the internship agreement
(master) which can be found at https://www.tudelft.nl/en/student/faculties/a-be-student-portal/education/forms/. The agreements
can be signed at the secretariat of Education and Student Affairs.
participants
participants
Page 695 of 1045

Year 2022/2023
Compulsory Choice (choose 1 project)
Page 696 of 1045

AR3B012 CORE 15
Responsible for assignments Prof.dr.ir. I.S. Sariyildiz
Education Period 1
Start Education 1
Exam Period none
Course Contents CORE (COmputational REpertoire for Architectural Design and Engineering) is a design studio course. It primarily focuses on
Design Computation in an architectural and structural design context, with emphasis on building technologies. It addresses
various scales within the built environment, ranging from urban to building products, by paying attention to environmental,
social, cultural, and ethical aspects.
The course setup involves and integrates 5 modules as;

1. Design Studio
2. Programming
3. Materials & Structures
4. Design of Construction
5. Tools, Methods, and Inspirations
Study Goals LO1: Integrate architectural design, structural design and computer science disciplines to develop planning and design solutions
for the built environment.
LO2: Apply computer programming towards developing solutions for spatial design, planning, analysis, and construction design.
LO3: Analyze an urban design and planning strategy to address societal needs and sustainability demands in the given context.
LO4: Design an architectural project with construction solutions, addressing the needs on different scales ranging from urban to
product levels.
LO5: Create a structural design by analyzing and optimizing the material and structural performances.
Education Method The studio provides:
1. Reviews, debates, and feedback on design development.
2. Lectures, workshops, and consultations on computer programming.
3. Lectures, workshops, and consultations on structural design.
4. Consultations on construction design.
5. Lectures and debates on various tools and methods, as well as inspirational topics.
The students work in teams to design and submit an architectural project which addresses the 5 tracks of the studio.
Assessment The course includes formative (ungraded) and summative (graded) assessments.
Formative assessments provide feedback on the work in progress. They help the students prepare for the final assessment. They
are performed during:
1. Design Studio meetings (as feedback on design development and the design of construction)
2. Proposal presentation (as feedback on the proposed concept project)
3. Mid-term presentation (as feedback on the comprehensive project, prior to final presentation)
4. Programming workshops (as feedback on programming skills)
5. Structural design workshops (as feedback on topics related to structural design and materials)
The only summative assessment is performed on the final presentation and the submission at the end of the course.
Page 697 of 1045

AR3B015 User-centred Sustainability Studio 15
Course Coordinator Dr. C.L. Martin
Instructor Dr.ir. T. Klein
Instructor Ir. E.R. van den Ham
Instructor F. Oikonomopoulou
Responsible for assignments Dr. C.L. Martin
Contact Hours / Week Approximately:
x/x/x/x 6 hours per week in week 1.1 / 1.2 / 1.5 till 1.9
40 hours a week in week 1.3 / 1.4
(or simular in quarter 3, week 3.1 and so on )
Education Period 1
3
Start Education 1
3
Exam Period none
Required for BT master students. Only BT master students will be admitted to the SWAT Studio.
Expected prior knowledge The successful completion of MSc1 Bucky Lab, BT MSc1 courses and MSc2 EXTREME technology or MEGA (or approved
equivalent) is required before entry onto the SWAT Studio can be approved.
In addition, Building Technology students are strongly advised to have completed two elective courses (2 x 5 ECTS) of
Technoledge (Structural Design, Façade Design, Climate Design or Design Informatics) in the first quarter of the MSc2.
Parts 3 Key elements of the 15 ects course:
1.Briefing: Group site analysis, background research & readings.

2.Intervention: Onsite workshop. 2-week intensive collaborative group studio.
3.Elaboration: Group finish, detail realization & report submission.
Course Contents After having focused on technology in the Bucky Lab and on integrated design in EXTREME / MEGA, the aims and objectives
of SWAT are as follows:
Aims:
To meet societal challenges and spatial inequalities in the urban built environment by promoting through innovation well-being,
health and carbon neutral lifestyles in an era of unprecedented global uncertainty.
By engaging with citizens, real urban contexts, global trends and future scenarios, within student groups develop design
solutions that are greater than the sum of their technological parts. Ensuring that societal value is revealed at various city scales,
from neighbourhood to facade.
Objectives:
To collaborate effectively in multi-disciplinary groups of students and experts in order to communicate group work to an
audience of peers and local stakeholders.
To analyse the urban context and local characteristics (climatic, historic, socio-cultural and technical) of a innovative
intervention assignment and describe them in a report format through text, diagrams, maps and images.
To develop a position in relation to future urban conditions, urban form and sustainability.
To technologically respond to local circumstances with contextually appropriate design detail interventions at scales defined at
the elaboration phase.
Course Contents Elaborate description of what students will learn (attainment):
Continuation
1. Takes account of the temporal and the social context.
Students to be competent in acquiring local knowledge of context, daily rhythms and rituals, lifestyle, aspirations and be
competent in showing the local inhabitants how their lives and environment can be transformed into happier, healthier and more
productive places to bring up their families.
The student has a critical attitude in what it means to innovate sustainably. Has critically investigated whether technologies are
the only answer? If they are not seen as having societal value, will they be of any value or be accepted by a community?
2. Is competent in co-operating and communicating.

Students to be competent in co-operating with local stakeholder and other group members, gaining academic trust, feedback and
proposal acceptance. Proposals must be simply and coherently communicated to both non-academic audiences and highly
specialist audiences.
Students to be competent in bridging the communication and discipline gap between city local city stakeholders their societal
needs and how to reach them technologically.
3. Possesses basic intellectual skills.

Students to be competent in contributing to discussions on how sustainable strategies are multifaceted and are needed at every
scale. When designing at the façade, street or district scale they have shown awareness and judgement, and reflection based on
the wider picture i.e. globally and nationally.
4. Is competent in conducting research.

Students to be competent in methodological research into what, why and for whom you are designing in an era of climate
change.
5. Is competent in designing and/or innovating.

A building technology graduate Masters the integrated design, technical elaboration and (possible) realisation of innovative and
sustainable solutions for the built environment, which satisfy the needs of users, comply with technical, functional and
aesthetical requirements, respect prevailing regulations and norms and achieve high technical performances. The graduate has
expert skills in design informatics and is able to apply these in structural design, façade design and climate design, for instance
by means of parametric design. The graduate is capable of bringing the conception of ideas to manually and/or computer-
generated designs, and to constructed models, mock-ups, prototypes or real products. The graduate has the skill to make design
decisions and to justify and evaluate these in a systematic and well-reasoned manner.
6. Has a scientific approach.

Students to be competent in using appropriate theories, methods and (modelling) techniques to critically investigate and analyse
existing, newly proposed and self-formulated projects.
Page 698 of 1045

- is able to design a coherent, significant, elaborated, contextually responsive and innovative urban intervention - on MSc 3 level
- is able to develop a group proposition in relation to the local characteristics, sustainable futures and development, societal and
ethical context.
- is able to underpin the design decisions by scientific research at MSc3 level
- Is able to collaborate effectively in multi-disciplinary groups of students and experts in order to communicate coherently often
complex and integrated propositions to non-academic and academic audience of peers and local stakeholders.
Education Method Educational Method
The SWAT aim is to meet societal & environmental challenges of urban neighbourhoods through contextual responsiveness &
technological intelligence. Students are to collaborate effectively in groups to communicate sustainable innovative interventions
to an audience of participating experts and local stakeholders. Studies begin by analysing the local urban context (climatic,
historic, socio-cultural and technical) and global theory relating to sustainable city development. Group work is then to be
elaborated within those groups to emphasize a position relating to future urban conditions, form and sustainability.
The onsite workshop (Intervention) can in some cases be based abroad, as a consequence students are expected to financially
contribute to this excursion. In the acquisition of self-funding a level of pro-activeness is required (amounting to around 500 euro
maximum).
Computer Use Personal laptops only
Course Relations The SWAT Studio forms an integrated part of the Building Technology master track and is aligned with previously completed
consecutive courses (MSc1 Bucky Lab, MT MSc1 courses, MSc2 Technoledge and MSc2 EXTREME technology/MEGA) and
with the MSc3/4 Building Technology Graduation Studio that immediately follows.
Literature and Study Arup, 2020. 2050 Scenarios.
Materials Berners-Lee, M., 2020. How Bad Are Bananas? London: Profile Books
Lim, C., 2014. Food City. London: Routledge
Steel, C., 2020. Sitopia: How Food Can Save The World. London: Chatto & Windus.
Baker-Brown, D., 2019. The Re-Use Atlas: A Designers Guide Towards the Circular Economy.
Roggema, R. 2014. Why we need small cows. Ways to Design for Urban Agriculture.
Luscuere, P (ed.), 2018. Circulariteit Op Weg Naar 2050? (Circularity, on the way to 2050?)
Droege, P (ed.), 2018. Urban Energy Transition: Renewable Strategies for Cities and Regions. 2 edn, Elsevier.
Kelly, Kevin., 2016. The Inevitable: Understanding the 12 Technological forces that will shape our future. Penguin Books.
- Broersma S., Fremouw M. & Dobbelsteen A.; 'Energy Potential Mapping - Visualising Energy Characteristics for the Exergetic
Optimisation of the Built Environment', in: Entropy No. 15, Vol. 2, 2013 (490-510)
- Girardet H., 2009. Cities as Superorganisms. In: Schumacher Briefing 2 - Creating Sustainable Cities. 6th ed. Padstow,
Cornwall, UK: TJ International. Ch. 3. pp.23-26.
- Girardet, H., 2004. Cities as Eco-Technical Systems. In: Cities People Planet: Liveable Cities for a Sustainable World. John
Wiley & Sons. Ch. 6, pp.108-130.
- Herzog, T., R. Krippner, et al. (2004); Facade construction manual. Basel, Birkhäuser.
- Holgate, Alan (1997); The art of Structural Engineering, the work of Jörg Schlaich and his team.
- Knaack, U., T. Klein, et al. (2007); Facades principles of construction Basel, Birkhäuser.
- Kristinsson J. & Dobbelsteen A. van den (ed.); Integrated Sustainable Design; Delftdigitalpress, 2012
- McDonough, W and Braungart, M., 2009. Waste Equals Food. In: Cradle to Cradle: Re-Making the Way we Make Things. 2nd
ed. London: Vintage Books. Ch. 4.
- Scheer, H., 2009. Renewable Energy is the Future. In: Girardet, Herbert, ed. Surviving the Century., 2009. London: Earthscan.
pp.37-55.
- Schumacher, E.F., 1974. The Problem Of Production. In: A. Dobson, ed. The Green Reader., 1998. 3rd ed. London: Andre
Deutsch. pp. 29-33.
- Steel, C., 2009. Supplying the City. In: Hungry City: How Food Shapes Our Lives. London: Vintage Books. Ch. 2.
- Stremke S. & Dobbelsteen A. van den (eds.); Sustainable Energy Landscapes; CRC Press, 2012 (available digitally)
- Watts, A. (2011); Modern Construction Envelopes. Wien, Springer.
- Local information from the site of the assignment.
Prerequisites MSc1 Building Technology and MSc2 EXTREME technology or MEGA (or approved equivalent) are all required before
acceptance onto the SWAT Studio can be approved.
For students who completed previous programs of the track of Building Technology the transitional measures are applicable.
Assessment Design examination:
In regards to the learning goals, site data is to be group collated, then group elaborated to form a design argument. This process
facilitating the personal differentiation of grades.
Grades will be based on the following:
1. Quality and extent of the local analysis (in a preparative presentation with text, maps and images).
2. Quality of the design proposal (in schemes and drawings).
3. Quality and coherence of the presentation (in communication, drawings and models).
4. The technical elaboration will be assessed by a grade based on the quality of the report submitted, expressed by references,
text, schemes, detail drawings and contextual appropriateness.

Period of Education The course lasts for one full quarter (9 weeks). The combination of SWAT Studio work with other course material is strongly
discouraged.
Minimum number of No (However, in cases where it is deemed that insufficient student numbers are available an alternative programme may be
participants used).
Maximum number of 40 (first semester);
participants no (second semester).
Page 699 of 1045

Year 2022/2023
Page 700 of 1045

Contact Hours / Week 1 hour per week
x/x/x/x
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Expected prior knowledge AR3B025
Course Contents The Building Technology Graduation Studio continues the build-up of Bucky Lab Design and the BT MSc1 courses, the
Technoledge courses, EXTREME technology or MEGA (or approved equivalent), and EARTHY or SWAT Studio to the
student's own graduation project in the Building Technology master track.
In the graduation studio students work (in groups) on their individual graduation project comprising a preparative technical-
scientific study (until the P2) and design, design by research or research by design (after the P2, this second part of the
graduation studio).
The studio intends to be in strong coherence with themes from the research programme of the AE+T department, so students can
benefit from and contribute to the research activities by staff of the AE+T department. While the graduation project's subject can
relate to any of the disciplines represented by the Building Technology master track, emphasis lies on sustainability-related
topics of structural design, façade & product design, climate design and design informatics. These are interlinked.
The student will be assigned to two supervisors from different 'colours' of AE+T (Structural Design / Façade & Product Design /
Climate Design / Design Informatics), the student projects content as well as design and research is reflected by these two
supervisors. Limited consultations with other staff members might be arranged if thats desired thematically.
- is capable of delivering innovative contributions toward the development of sustainable structural, façade, product, climate and
computational design, and to technical-scientific research in these areas;
- has insight in the profession and competences of structural, façade, product, climate or computational designers and their
societal and professional role and ethical responsibilities in sustainable development of the built environment;
- is able to present process and result in a clear and systematic way, reflect on process and work, and argument in a scientific
way.
Education Method Supervised self study
Assessment P3 First design, design by research or research by design results, conceptual thesis report, plan for the remaining graduation
timespan, draft reflection
P4 Final design, design by research or research by design results, draft final thesis report
P5 Final presentation of the design, design by research or research by design, final thesis report
See the current Graduation Manual AUBS for more details and for the assessment criteria.
Special Information On set conditions, Building Technology students have the possibility to carry out their graduation research project at a company.
Students who wish to do so are required to sign a standard internship agreement in advance, including a research proposal which
has been approved by the main mentor. Additional conditions and requirements are stipulated in the internship agreement
(master) which can be found at https://www.tudelft.nl/en/student/faculties/a-be-student-portal/education/forms/. The agreements
can be signed at the secretariat of Education and Student Affairs.
participants
participants
Page 701 of 1045

Year 2022/2023
variant Management in the Built Environment
Page 702 of 1045

Year 2022/2023
Page 703 of 1045

Course Coordinator T.E. Jylhä
Course Coordinator Dr. J.S.C.M. Hoekstra
Instructor Dr. J.S.C.M. Hoekstra
Instructor K. Qian
Instructor Prof.dr. P.W.C. Chan
Responsible for assignments Dr. J.S.C.M. Hoekstra
Contact Hours / Week On average 4 to 6 hours per week, starting in week 1.1. and ending in week 1.10
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Required for Research Methods 2 (AR3MBE010) and Research Methods 3 (AR0185)
Expected prior knowledge Bachelor in Architecture and the Built Environment or equivalent.
Course Contents In this course, students acquire methodological knowledge and practice their research design skills through designing an own
research, where methodological fit is designed between the research design components such as the research question(s), logic(s)
of inquiry, theoretical framework, and data collection and analysis. Furthermore, the research design includes research ethics and
data management.
Study Goals After successfully completing the course, the student
1. is able to identify and compose research design components in the field of MBE;
2. is able to explain the concept of methodological fit and its rationale between research design components in the field of MBE;
3. is able to compose a basic research design in the field of MBE;
4. is able to identify typical ethical issues in research and plan a proper response; and
5. is able to plan research data management in terms of organization, storage, preservation, and sharing of collected data.
Education Method - Written assignment on the research design
- The written assignment is supported by weekly studios including for example workshops, lectures, tutoring, peer feedback
and/or written material.
Literature and Study To be announced on Brightspace. In previous years, the following book was used:
Materials Blaikie, N. and Priest, J. (2019) Designing Social research, The Logic of Anticipation, 3rd edition, Polity Press, Croydon, UK
Assessment Assignment (100% of the grade)
Tags Ethics
Research Methods
Period of Education 1
participants
participants
Page 704 of 1045

AR1MBE020 Design and Construction Management 10
Course Coordinator Ing. R.J.G. van Warmerdam
Course Coordinator Dr. J.L. Heintz
Instructor Dr.ir. L.H.M.J. Lousberg
Instructor Prof.dr.ir. M.H. Hermans
Instructor Prof.dr. P.W.C. Chan
Responsible for assignments Dr. J.L. Heintz
Contact Hours / Week 35 hours per quarter / 5 hours per week
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Required for Master Real Estate & Housing, Semester 2
Expected prior knowledge Bachelor Architecture or equivalent
Summary Contemporary buildings require the participation of many different design professions, suppliers of materials and systems,
construction companies working together to provide both better service and better product quality in the face of increasingly
complex and demanding clients and society. Steering a project through this complex web of relationships and requirements has
become a profession in its own right - Design and Construction Management.
This course covers the knowledge and application of project management techniques, general management skills in the context
of project initiation, architectural design, tendering and construction. It covers both the systemic side of construction
management and the social economic context. Working in small groups, students will study a wide range of readings on these
subjects and create a wiki representing the knowledge content of the course.
This knowledge will be contextualised through a series of case based exercises in which students will have to develop
management responses to typical situations in the design and construction processes.
A combination of peer evaluation, reports and a final exam will ensure that each student receives individual recognition for their
work.
Course Contents The Design and Construction Management course will cover the range of knowledge required for overseeing these processes,
including:
- design and construction process and planning including the parties involved and their roles, responsibilities, positions,
capabilities and tasks;
- project management concepts, methods, performance and position;
- project organisation on the demand side and the supply side;
- quality management in design and construction;
- procurement, tendering and contracting;
- Management, leadership styles and other skills required to understand and deal with relational and contextual challenges.
- has insight into the real estate life cycle, the different interests of stakeholders and the risks they bare in the building process
and their management;
- has knowledge of project management concepts and methods commonly used in design and construction;
- has the ability to evaluate designs in terms of architectural quality, to seek a felicitous balance between cost and quality, and to
defend such choices;
- has knowledge of building project organisation forms, and their relative (dis)advantages
- has knowledge of the types and flows of communication and information common to building project management
- has insight into the project management issues raised by the need to apply sustainability measures in both design and
construction processes and products
- has insight and ability to motivate and lead in project management settings
- has ability to critically reflect on the application of project management concepts in design and construction projects
Education Method Study groups
The study groups will function to amplify the students ability to read and study a large range of literature relevant to the aims of
the course. Each week, the students will be assigned a series of texts; each student must take a share of the texts and prepare a
summary. The students then share their summaries and discuss the texts with each other in the study group. The students will
then participate in the construction of a wiki in which students will consolidate their summaries on each of the assigned texts.
Workshops
Workshops can take the form of role-playing or other exercises carried out by the group. The purpose of the workshop is to study
the task and to determine the content of the deliverable.
Case
The course will be structured around one or more cases upon with the assigned tasks will be based.
Exam
An open question exam on the reading material and in particular on the wiki constructed by the students as a result of their own
studies.
Literature and Study Principal text:
Materials - Winch, G. (2002) Managing Construction Projects. Blackwell Science. Oxford.
- Additional texts: scientific publications and other texts made available via Brightspace.
Assessment Evaluation will be based on:
- task performance: 20%
- wiki group performance: 20%
- peer evaluation of task group performance: 10%
- exam: 50%
The first three parts forming one half of the final grade and the exam being the other half. The student passes if the average of
the two grades is 6.0. A partial grade is at least 5.0.
Permitted Materials during None
Tests
Remarks None
Page 705 of 1045

AR1MBE025 Building Economics 5
Course Coordinator Ir. E.H.M. Geurts
Responsible for assignments Ir. E.H.M. Geurts
Education Period 2
Start Education 2
Exam Period 2
3
Course Contents This course is titled Building Economics (5ects) and deals with relevant financial and economic concepts that are essential for
understanding the built environment. The courses focusses on real estate markets and includes: real estate financial modelling,
investment decisions in real estate, the relationship between real estate markets and the macro-economy, urban economic models
and patterns and the relation of real estate markets and financialisation. The course objectives are focused on the development of
both knowledge and (financial modelling and debating) skill development and takes the format of a blended learning course
design whereby online and on-campus are combined.
Study Goals At the end of this course students are able to:
relate real estate market characteristics to observed market dynamics;

apply the basic principles of urban economics in real estate market analysis;
assess the financial and economic impact of real estate development following from investment analysis;
apply basic formulas and procedures for converting future cash flows and risk patterns to present value;
evaluate the financial feasibility of (public and private) real estate investment decisions;
debate the role of finance (and in particular financialisation) in real estate and the built environment.
Education Method This course consists of a combination of:
- Lectures
- (Group) assignments
- Workshops
- Self-paced video tutorials combined with assignments
The course is designed in a blended format whereby education is delivered online and on-campus. In particular the financial
modelling component is self-guided and self-paced.
Literature and Study Literature and Study Materials will be made known approximately 2 weeks prior to the start of the course in Brightspace.
Materials
Assessment Three assessment methods are employed that together determine the total weighted average grade of the course:
Written examination [weight 60%]
Practical exercises:
Portfolio of exercises evaluated in a written test/ individual assignment [weight 20%]
Financialisation (group) assignment [weight 20%]
Period of Education Second quarter of semester 1 Master Management in the Built Environment
Concept Schedule The course contact hours are scheduled on 2 days a week. Note that self-study does follow a scheduled roster of submission
deadlines of the assignments. The course therefore needs to be actively followed during the quarter and studies cannot be
postponed until the exam week as deadlines need to be met throughout the 10 week period.
participants
participants
Page 706 of 1045

AR1MBE030 Real Estate Management 10
Course Coordinator Dr.ing. G.A. van Bortel
Course Coordinator Ir. H.J.M. Vande Putte
Responsible for assignments Ir. H.J.M. Vande Putte
Education Period 2
Start Education 2
Exam Period 2
3
Summary Real estate management is the ongoing process of aligning the built environment and the needs of users. This alignment happens
at all scales of the built environment, for all types of users, and for all real estate aspects such as location, cost, function, time and
quality. Real estate management is a particular type of portfolio or asset management and addresses operating the portfolio and
assets as well as adapting them. This course studies real estate management from a systemic point of view and focuses mainly on
the strategic management level.
Course Contents The course first introduces the basics of real estate management through an overview of the past, current and future real estate
delivery models and their potential to fulfil user needs and meet the socio-economic and ecological challenges. The studied
models range from self-provision to acquisition via cooperation, markets and state initiatives. The models are situated within the
main management, social, economic and organisational theories.
The course then zooms in on how two particular types of users, namely organisations and households, are currently provided
with the real estate they need. Parallel to this theory immersion, students engage in an assignment case wherein they first assess
the performance of the current real estate provision for these two types of users and thereafter develop a strategy to improve this
provision in the future.
The first type of users that is studied in detail organisations range from small to large organisations across all industries and
services, and from the private to the public sector. The real estate management that addresses organisations is called Corporate
Real Estate (CRE) management. CRE managers provide the built assets that organisations employ to accommodate their
business. They aim at maximising the stake- and shareholder value of their organisation. CRE management should be well-
distinguished from the approach of a real estate investor or developer. The main performance indicators of the CRE manager are
the safety, reliability, adequateness, sufficiency and efficiency of the provided accommodation, not real estate profit! This course
studies how CRE strategies and operations respond to an organisations expectations and how they can continue to do so in the
future.
The second type of users that are studied in more detail in the course are households. These range from individuals to families,
communities and organised groups, from the low- and middle-income to the high-income, at the local, the national and global
levels. The real estate management that addresses households is commonly called Housing management. Acquiring the right
home is a crucial aspect of a households aspirations, albeit not simply a matter of individual choice as the housing market is an
imperfect market. Especially in larger cities housing production and pricing mechanisms limit the possibilities of (groups of)
users to attain their goals, and hinder social cohesion and urban competitiveness. As a consequence the delivery of housing in
developed economies became highly institutionalised, and different types of government interventions were introduced. Housing
managers are in need of improving the environmental sustainability of the housing stock, which constitutes the largest
investment challenge in the built environment. New housing delivery models are emerging to better realise the right to housing
for all in the future.
Study Goals 1.Understand the key delivery models of real estate, for the wide variety of users and types of real estate, and in more depth
how CRE and Housing provision can be aligned with the expectations of organisations and households respectively.
2.Apply the above knowledge through the development and execution of a performance analysis of real estate portfolios of
different kinds and scale levels, and through the evidence-based design of a future strategy for these portfolios
3.Critically evaluate these delivery models from the point of view of the key challenges for the future: their implications for the
end-users, society and eco-system.
4.Analyse current theories on their specificity and create buildings blocks for a generic real estate management theory.
Education Method -Project-based learning, where theory and assignment run parallel from the first week, and theory topics are chosen and
presented (as much as possible) to support the case assignment.
-Short and weekly exams, to help students synchronise theory acquisition and application.
-Project assignment, whereby a strategy is developed for a real-life corporate real estate management OR housing management
portfolio, supported by the real-life portfolio owner, developed in groups of 3 or 4 students, executed and tutored in weekly
studio sessions.
-The writing of an essay to explore the formation of a generic real estate management theory.
-Learning activities comprise lectures, expert talks, site visits to companies and projects, interviews with CRE or housing
managers, seminars, studio work with feedback, peer assessments, and tutorials to support the writing of the essay.
Note: if present, the excursion is a compulsory part of the program of which the (limited) costs need to be covered by the student.
Literature and Study To be announced on Brightspace. In previous years, the following literature, among others, was used:
Materials - Haynes, B. P., Nunnington, N., & Eccles, T. (2017). Corporate real estate asset management: strategy and implementation.
London: Routledge.
- Henderson, J. C., & Venkatraman, N. (1989). Strategic alignment: a framework for strategic information technology
management. Cambridge: Massachusetts Institute of Technology.
- Doling, J. (1997), Comparative housing policy, government and housing in advanced industrialized countries. London:
Macmillan
- Gruis, V., & Nieboer, N. (2004). Asset management in the social rented sector: policy and practice in Europe and Australia.
Dordrecht: Kluwer Academic Publishers.
And, as compulsory literature:

- Reader material, theory
- Reader material, case
- Slides and literature from the lectures
Assessment 1.Theory exam, consisting of a series of small and weekly written assessments, of which the 6 best of 8 are taken into account:
50% of the grade
2.Project assignment report (group work): 40% of the grade
3.Essay on the formation of a generic real estate management theory: 10% of the grade
Period of Education Semester 1, quarter 2 (weeks 2.1 à 2.10)
Page 707 of 1045

Year 2022/2023
Page 708 of 1045

AR2MBE011 Building Law 5
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Required for MSc track Management in the Built Environment. This course cannot be chosen as an elective by students Construction
Management and Engineering.
Course Contents Building Law covers topics which are essential for understanding of the built environment. Every building project has certain
needs:
(a)capacity. This means that the building initiator needs designs, engineering, building materials and labor. The building initiator
will use the legal instrument of contracts to arrange this. In this context, rules for procurement are relevant. These rules require
that sometimes competition between suppliers of goods and services is required.
(b)Land. This means that the building initiator has to buy or lease land on which the project is realised. Contracts, pre-emption
right and expropriation may be used to get access to land.
(c)Permission. The building initiator needs permits and plan approvals before the work can commence. Permit procedures make
sure that the building project is tested against relevant norms and criteria.
On top of this, the building initiator needs to make sure that conflicts are avoided as much as possible.
The fields that are taught in this course are: Building contract law, Procurement law, Property law, Planning law, Environmental
law and Public private partnerships. It includes private law and public law, from the building level to the level of urban
development.
Study Goals Students are able to:
1. contrast the different building contract models.

2. evaluate the strengths and weaknesses of different contract models.
3. describe the essential rules regarding procurement.
4. address legal aspects of real estate development projects from the European and Dutch Planning and Environmental legislation
perspective.
5. discuss the different forms of cooperation between public and private sectors regarding buildings and urban development.
Education Method Lectures, assignments and groups discussions
Literature and Study - M.A.B. Chao-Duivis et.al., A Practical Guide to Dutch Building Contracts
Materials - F.A.M. Hobma and P. Jong, An Instrumental Approach to Planning and Development Law in the Netherlands
- Uniform Administrative Conditions for the Execution of Works and Technical Services
Assessment Two assessment methods are employed that together determine the total weighted average grade of the course:
Written theory exam [weight 70%]
Law assignments [weight 30%]
Permitted Materials during Open book exam
Tests
Period of Education The third quarter of the academic year
Concept Schedule Thursday morning
AR2MBE015 Redesign of Complex Projects 10

Course Coordinator Dr. T. Wang
Course Coordinator Dr. H.T. Remoy
Responsible for assignments Dr. H.T. Remoy
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents In "Re-design" the focus is on applying knowledge of Management in the Built Environment on analysing and redesigning
complex (redevelopment) projects. This is achieved through case studies and using varying perspectives to describe the cases.
The perspectives of the client and the user receive attention in particular. For the client, project delivery, procurement and
tendering, and contracting parties are essential. For the user, (end-)user preferences, market opportunities, interaction with the
supplier(s), and the relation between costs and quality are essential. Drawing lessons across cases from different perspectives
enables to apply these in a proposal for a similar project.
-describe a complex (re/development) project in a case study approach using a relevant theoretical model.
-position a project in its context on different scales and phases: from building to markets, from initiative to operation.
-describe different perspectives and place oneself in the perspectives with special attention for the perspective of client(s) and
(end-)user(s).
-find and select historical cases for comparison.
-transfer lessons from one case to another by means of systematical comparison and explain expected benefits.
-develop a project proposal for a complex (re/development) project: including a brief, actions, transactions and deadlines,
including choices about the delivery model, procurement strategy and contracts to be used.
-report case study results, analyses, advice and proposals in both scientific as in professional form.
Education Method Students work half the course individually and half in groups on case studies (40%) and redesign proposal(s) (60%). The contact
hours comprise a series of core lectures and tutoring sessions.
Assessment 40% writing assignment on project delivery (from the perspective of the client) and 60% writing assignment on redesign (from
the perspective of the (end-)user).
Period of Education First quarter semester 2.
Page 709 of 1045

AR2MBE021 Building Information Management 5
Course Coordinator Dr.ir. A. Koutamanis
Education Period 4
Start Education 4
Exam Period 4
5
Course Contents Course AR2MBE021 focuses on building information management: how data and information are produced in AECO
(architecture, engineering, construction and operation of buildings), and how they can contribute to management in the built
environment.
The course follows the structure of the open textbook Building information representation and management, available at
https://buildinginformationmanagement.pressbooks.com/ and
https://textbooks.open.tudelft.nl/index.php/textbooks/catalog/book/47.
Study Goals The main objective of the course is to go beyond the usual superficial and prescriptive rules and guidelines, and provide instead a
foundation for understanding the structure and potential of digital information processing:
Definitions for data and information

What representations are and how they organize information
What current approaches to building representation entail and how they can be utilized
How process and information management relate to each other
How process and information management relate to decision making
How information management connects to modern building representations
With this foundation students not only develop critical insights into current practices but also acquire practical skills for
implementing better practices with existing and future technologies. The development of these skills and insights is facilitated by
weekly exercises, in which students learn to manage information in AECO processes, including from the perspective of various
actors and stakeholders who provide or require information.
Education Method Weekly discussions (unsupervised), lectures and exercises
Assessment Final exercise, together with participation to weekly activities
Page 710 of 1045

AR2MBE025 Urban and Infrastructure (Re)development Game 10
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period 4
5
in the project;
Page 711 of 1045

Year 2022/2023
Page 712 of 1045

Education Period 1
2
3
4
Start Education 1
3
Exam Period 2
4
Expected prior knowledge Research Methods 1 AR1MBE015
Course Contents The mission of this course is to support students starting their graduation research by teaching different methodological concepts,
research and problem solving methods that can be applied by MBE students in their final year project (master thesis).
Research Methods 2 (RM2) is designed to match the natural rhythm in which most graduates develop their research proposal.
The course is divided in 2 parts.
Part one is a common part that helps students to get started with their research proposal. This part runs in quarter 1 and quarter 3
in which students develop their research ideas into their P1 report. At the end of their P1, students should be able to choose a
method. Ideally, students choose a particular research method on the basis of the research proposal, the formulated research
question and general approach in a particular field.
For the second part, students have to choose one of the three methods specialisations (options A, B or C). A distinction is be
made between methods focusing on generating insights into evidence-based solutions (A: Case study methods and B: Applied
statistical methods), and problem-solving methods that try to improve decision-making (C: Operations research methods). Part
two runs in parallel to the P2 report in quarter 2 and 4 in which students develop their research protocol.
It is possible for students to learn about more than one method. For them there is the possibility to participate in the elective
Research Methods 3 course (RM3) [code:AR0185]. In RM3, students can only choose one of the two remaining specialisations.
For instance, if a student chooses to follow Case study methods in RM2, this student is only allowed to follow Applied statistical
methods or Operations research methods in RM3. In terms of content, RM3 is an extended version of RM2-part II.
Part I Getting started with your research protocol
Part I runs in parallel with the MBE Graduation Laboratory and helps students to get started with their research proposal stating
the problem, formulating the aim and research questions. In several workshops students develop their first ideas into a research
proposal. Towards the P2, a student will develop their research proposal into research protocol. The latter includes a methods
section.
Part II Methods specialisations
Students are required to choose one of the following 3 methods specialisations. Ideally, students choose a particular research
method on the basis of the research proposal, the formulated research question and general approach in a particular field.
A . Case study methods (CSM)

quality criteria.
observations. Students analyse a qualitative research paper to learn about quality criteria. Finally, a small case study will be
conducted as an exercise. As part of this case study each student needs to perform an in-depth interview. Practising includes
developing an interview protocol for in-depth interviewing, performing an in-depth interview, transcribing the interview, using
software to analyse the data and reporting.
In the RM3 version, students will conduct an additional observational study by developing a research question, identifying
variables and a population of interest, and developing an appropriate observational study including materials.

Continuation The aim of this specialization is to teach applied statistics for building sciences. Statistical methods consists of a series hands-on
blended learning practices, provided as an approximately three to four weeks intensive course.
There will be several statistical approaches available. In the RM2 course only basic procedures will be mastered. The concept of
the course is that one learns to run statistical procedures in SPSS and how to interpret the statistical output that SPSS produces.
The course will be given as a series of (online) practices and is on purpose scheduled as a series of multiple practices per week.
During the practices one can work on self-tests using video tutorials and the book of Andy Field. The final assignment is the
only assignment that will be assessed. a
In the RM3 version, students either receive an individual assignment or learn how to systematically collect data using Virtual
Reality. In case of the latter, one will use an already programmed VR model of a Healthcare Hub in which a discrete choice
experiment has been included as an illustration of a Research-through-Design approach at the VR-Zone (in the Library). The VR
model was developed to obtain the input of different stakeholders in developing an evidence-based design of a healthcare hub.
One then will use the (already) collected data from the discrete choice experiment and learn to use statistical software to identify
what design characteristics in VR influence peoples choices and thus reflect their preferences.

This specialization starts with an introduction to the domain of problem solving methodologies in science, both in the
methodologies.
Page 713 of 1045

be analyzed.
operationalization. In RM2 students will study a case and build a linear programming model that enables them to design different
alternative solutions for the problem at hand that will support decision making. In RM3 students additionally built a preference
model for the same case in RM2 enabling decision makers to take into account all stakeholders, their goals, criteria, weights and
preferences and select an optimal solution).
Study Goals Part I Getting started with your research protocol
The student:
-is able to write a research proposal;
-is able to develop a searchplan for relevant scientific literature;
-is able to abstract data from the retrieved studies in a summary table;
- is able to write an introduction to a research proposal based on the CARS model of Swales.
Part II-A Case studies methods
The student:
-is able to use theoretical concepts in in-depth interviewing and can apply these concepts in analysing and reflecting on in-depth
interviews;
- is able to perform a basic qualitative analysis in Atlas TI.
Part II-B Applied statistical methods
The student:
Part II-C Operations research methods
The student:
-is able to characterise different types of management, decision making and design problems in the fields of architecture,
-is able to describe the overall process of formulating, analysing and re-structuring a management, decision making and/or
exercises.
Literature and Study Part I
Materials -See Brightspace for a variety of recommended sources.
Part II
Depending on your specialisation, the student needs to study the following literature.
1. Case study methods

2. Applied statistical methods

ISBN 9781526419521
3. Operations research methods

Assessment Part I and II are both mandatory. If you do not carry out or fail one (or more) of the two parts, you will not receive a final mark
for the course.
Part I is marked with a pass or fail. The evaluation will be based on a research poster.
Part II A, B and C will be examined by means of assignments that are specific for each part:

- The mark will be based on the evaluation of the final assignment.
B. Statistical methods
- The mark will be based on the evaluation of a final assignment that is taken at the end of this part.

- The mark will be based on the evaluation of a written assignment and on a mathematical model.
The grade that you receive for Part II will also be the grade you receive for this course.
Period of Education Part I runs in quarter 1 and quarter 3 in which students develop their research ideas into their P1 report. Part two runs in parallel
Page 714 of 1045

to the P2 report in quarter 2 and 4 in which students develop their research protocol.
AR3MBE100 MSc 3 Graduation Laboratory Management in the Built 10

Environment
Responsible for assignments Dr.ir. A. Koutamanis
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Course Contents AR3MBE100 covers the first part of the graduation process, from entry in the MBE Graduation Lab up to and including the P2.
Students passing the P2 proceed automatically to the second part of the graduation process, course AR4R010, where they
complete their thesis and graduate from the Master of Science programme.
IN AR3MBE100 each student selects a topic and supervisors for their thesis research, and develops a full research proposal for
their activities after the P2.
Study Goals The purpose of AR3MBE100 is that each student develops a promising, substantiated and feasible research proposal that can be
implemented in AR4R010. To this end, it is strongly recommended that all exploratory and preparatory work is completed
before the P2: literature and market research, acquaintance with available cases, agreements with external organizations
(including internships) etc.
Education Method Introductory lectures and workshops, followed by individual or group supervision.
Assessment - P1: problem statement
- P2: full proposal
Period of Education Q1 and Q2 or Q3 and Q4
Page 715 of 1045

Year 2022/2023
Free Electives 15 ECTS
Page 716 of 1045

Year 2022/2023
AR keuzevakken 2022
Page 717 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Geography.
and the media.
examples.
Materials
participants
participants
Page 718 of 1045

x/x/x/x
Education Period 1
2
3
4
Start Education 1
3
Exam Period none

Workshop: 36 hours
Materials
participants
participants
Page 719 of 1045

MBE students only)
x/x/x/x in week 9.
Education Period 4
Start Education 4
Exam Period 4
Built Environment.
scientific rules.


Materials
- Late delivery
Page 720 of 1045


participants
participants

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
5
actor perspective;
Materials
Elective Yes
Page 721 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
renovation.
Materials
Exam Hours 3
Tests
Elective Yes
participants
Page 722 of 1045

Education Period 3
Start Education 3
Exam Period none
visual media;
outputs.
a case study area.
a) Research Report;
Materials
Education, 43(4), 307323.
Visual Arts.
SAGE.
Page 723 of 1045

c)
Writing Assignment:
Page 724 of 1045

Education Period 3
Start Education 3
Exam Period none
research;
Materials
2021.
Routledge, 2007.
Routledge, 1991.
Page 725 of 1045


assignments
assignments
assignments
assignments
assignments
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
students.
Sub-goals:
Materials
Page 726 of 1045

Instructor Y. Zhang
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Required for MSc3
collaborative way
climate control.
project.


Page 727 of 1045

participants
participants

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
what way?
Materials
Page 728 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
incorporated.
Page 729 of 1045

Education Period 3
Start Education 3
Exam Period none
images and objects.
portfolio.
Materials
in the form of:

Elective Yes
participants
participants

environment
Education Period 1
Start Education 1
Exam Period 1
Page 730 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
representation.
Assessment Scheme
- Assignment (70 %)
Page 731 of 1045

AR0119 Figures 5
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents
Figures
informed them
format
course.
Assessment

Remarks
Page 732 of 1045

Education Period 3
Start Education 3
Exam Period none
approaches.

Materials
participants
participants
Page 733 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
2015
2016
4QJ1cH-
oral presentations.
Page 734 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
good designers.
Design studio,
+ physical models.


Page 735 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
network.
-lectures: theory
Materials
Page 736 of 1045

Instructor T. Blom
Education Period 3
Start Education 3
Exam Period none
Course Contents
Study Goals
Education Method
skills).
Assessment
participants
Page 737 of 1045

AR0136 Making 5
Education Period 3
Start Education 3
Exam Period none
SPECIFIC:
design.
and set goals.
Course Evaluation
Elective Yes
Minimum number of 8
participants
participants
Page 738 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 739 of 1045




MSC 2 level.

March 2008
Springer,
Page 740 of 1045

Heritage)
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3

in a building;
required.
Materials studies
participants
participants
Page 741 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 742 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 743 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 744 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 745 of 1045

participants
participants
Page 746 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
other.
2 Path Systems
5 Public Life
6 Presentation
presentation.

course AR0168.

Page 747 of 1045

participants
participants

Education Period 3
Start Education 3
Exam Period 4
5
Studio work:
Lectures:
Excursions:
situations.

Minimum number of 4
participants
participants
Page 748 of 1045

Instructor A. Wandl
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Background:
Approach:

circularity;
systemic sections;
representations.
Page 749 of 1045


Materials
participants
participants
Page 750 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
its performance?
4. Delta Urbanism
and governance.
the local level
evaluations
Materials
participants
participants
Page 751 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

The study case


(water-soils).
Materials
participants
participants
Page 752 of 1045

Education Period 3
Start Education 3
Exam Period none
material
methods
Page 753 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 754 of 1045

Tests
Page 755 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
course.
Materials
determined.
Page 756 of 1045

Education Period 2
4
Start Education 2
4
Exam Period 2
4
assignment.

quality criteria.
materials.

choice assignment.

methodologies.
be analysed.

The student:
interviews.
Page 757 of 1045

The student:

The student:
exercises.
Materials

ISBN 9781526419521




participants
Page 758 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
landscape.
literature study
participants
participants
Page 759 of 1045

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 760 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
topics.
workshop setting.

Materials
Friday afternoons.
participants
participants
Page 761 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
addressed.
topics.
workshop setting.

Materials
participants
participants
Page 762 of 1045

Education Period 3
Start Education 3
Exam Period none
portfolio.
workdays.
participants
participants
Page 763 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 764 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 765 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 766 of 1045

Sustainability
Underground
Water management
participants
participants

x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period 2
4


Materials
Deliverables
2) Individual paper
Assessment:
- Individual report

participants
participants
Page 767 of 1045

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 768 of 1045

x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period 2
4
and beyond.
participants
participants
Page 769 of 1045

AR0796 Ornamatics 5
Education Period 3
Start Education 3
Exam Period none
work days.
participants
participants
Page 770 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 771 of 1045

Education Period 3
Start Education 3
Exam Period none
2 level.
report.

participants
participants
Page 772 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 773 of 1045

Summary
starts.

participants
participants
Page 774 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 775 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 776 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 777 of 1045

Instructor S. Lee
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3


participants
participants
Page 778 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
workshops
self-study
presentations
lectures

participants
participants
Page 779 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 780 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
so on.
and media.



Reader.
quarter.
Elective Yes
participants
participants
Page 781 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 782 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 783 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 784 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 785 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 786 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 787 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
spaces.
goals.

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 788 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
jurisprudence.
The Hague.
- Journal articles.

Education Period 1
2
Start Education 1
Exam Period none
and experts.
conditions.
Page 789 of 1045

Education Period 3
4
Start Education 3
Exam Period none
and experts.
conditions.

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
assignments.

statements.
- Input and output.
- Objects, classes.
Materials
Page 790 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2


Page 791 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1

may not suffice.
models

based on CityGML
participants
participants
Page 792 of 1045

Education Period 4
Start Education 4
Exam Period 4
an advantage.
environments.
Page 793 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
(24 hours)
participants
Page 794 of 1045

Year 2022/2023
Page 795 of 1045

AR4R010 MSc 4 Graduation Laboratory Management in the Built 30
Environment
Course Coordinator Prof.dr.ir. V.H. Gruis
Responsible for assignments Dr.ir. A. Koutamanis
x/x/x/x
Education Period None (Self Study)
Start Education 1
3
Exam Period none
Required for Final graduation
Expected prior knowledge Master 1, 2 and 3 of the MBE track, Master Architecture, Urbanism and Building Sciences.
Parts P3, P4 and P5
Course Contents AR4R010 is the second and final part of the graduation process in the Master track MBE. In it, students work towards the
completion of their graduation thesis under supervision by the mentor team appointed in AR3MBE100.
Study Goals Based on the P2 results in AR3R010 and under supervision by their mentors, students individually conduct research towards the
completion of their graduation project, in a way that demonstrates their ability to meet the final learning goals of the MBE
Master track, of the Faculty of Architecture & the Built Environment and of Delft University of Technology.
Education Method Individual research towards completion of a Master thesis, under supervision by two or three mentors.
Literature and Study See Brightspace
Materials
Assessment - P3: halfway through the semester and before submitting the P4 request, each student delivers an interim presentation and a draft
graduation report.
- P4: at the end of the semester, each student delivers a presentation of the completed project and a draft final graduation report.
- P5: having passed the P4 assessment, each student finalises their final graduation report and defends it in the final examination
session.
Exam Hours - P3: scheduled by each student individually
- P4 and P5: scheduled centrally by the Faculty of Architecture & the Built Environment, upon request by the student
MBE students have the option to carry out their graduation research at an appropriate external organisation. Students who wish
to do so are required to sign a standard internship agreement, as stipulated at http://studenten.tudelft.nl/en/students/faculty-
specific/architecture/forms/.
Concept Schedule See Brightspace and https://www.tudelft.nl/en/student/faculties/a-be-student-portal/education/academic-graduation-calendar
Page 796 of 1045

Year 2022/2023
Page 797 of 1045

Year 2022/2023
MSc 3 Cross Domain City of the Future
Page 798 of 1045

Year 2022/2023
Compulsory for MBE students
Page 799 of 1045

Year 2022/2023
Compulsory
Page 800 of 1045

AR3CS021 Seminar Cross Domain City of the Future 5
Course Coordinator Dr.ir. T.A. Daamen
Course Coordinator Dr.ir. J.H. Baggen
Instructor Dr.ir. R. Cavallo
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Course Contents Given the framework of the project, the aim of the seminar is to:
- analyse and understand which factors, tendencies, (design research) approaches, technological innovations, development and
governance models will be playing a role in the future developments of our cities.
- study relevant examples and/or best practices around the world and compare them with the city-study areas of the graduation
studio.
- collect data into research books to be shared among the participating students.
- argument and develop the investigations (research positions) into a written article.
Multiple aspects / disciplinary perspectives regarding the (research design) project will be presented by the involved researchers
in interactive sessions. A.o., following topics will be discussed: transportation, connectivity, new mobility concepts, housing
challenges, climate change mitigation, cultural planning, health and private, public and semi-public spaces, circular economy,
politics, resiliency, adaptation strategies.
The seminar challenges students to develop critical and comparative investigations focusing on specific insights and positions to
be determined within the (research) framework of the studio.
Study Goals - Become aware of different (design) research methods in order to inform own graduation process.
- Acquire necessary research skills in order to set up and develop a research article
- Explore different inquiry methodologies and research approaches.
- Work in a collaborative way within a multidisciplinary group and probe different constraints to define own (design) research
approach.
Education Method Workshops/tutorials given by the involved tutors and/or invited guests/experts
Materials
Assessment - Writing Assignment
- Analytical Assignment
Next to the participation in the seminar, the assessment of the course will enclose a writing assignment:
Option 1, a position paper
Option 2, a report of the thematic seminar sessions related to a personal research standpoint.
The assessment criteria will be:

-Is the paper or report coherent/concise, regarding structure and clearness of style?
-Is the language adequate?
-How did the paper or report follow the review comments?
Problem field and research question:
-Has a research question / standpoint been clearly defined?
-Has the question / standpoint been developed beyond its initial formulation?
-Does the paper / report acknowledge a state of the art, regarding this question?
Societal and scientific relevance
-Is the paper /report relevant to the studio theme City of the Future from a societal point of view?
-Is the paper / report relevant to the studio theme City of the Future from a scientific point of view?
-Has a position been taken, in relation to this state of the art?
Theoretical and operational frameworks
-How is the paper / report connected with the graduation topic?
-Are the sources pertinent, and well used and is the use of reference and own words balanced?
-Does the paper / report follow a clear approach / methodology and shows scientific quality?
Period of Education 1-2
Page 801 of 1045

AR3CS081 Graduation Cross Domain City of the Future 20
Responsible Instructor Dr.ir. R. Cavallo
Responsible for assignments Dr.ir. R. Cavallo
Education Period 1
2
Start Education 1
Exam Period none
Course Contents
This Graduation Lab is a special thesis laboratory for students that would like to develop their own (design and/ or research)
visiting critics.
Students of the MBE track complete the first two assessments (P1 and P2) by selecting a research subject and mentor team;
conducting literature and market research; developing a problem statement, objectives and goals, and an approach to solving the
problem and reaching their goals.
This course is including a student driven workshop module. Students are asked to develop a collective educational program
addressing themes relevant for all participants. These activities may take the form of or include workshops, lecture series,
visiting critics, excursions, charettes, etc.
Study Goals
Problem analysis
The student has knowledge and understanding of research approaches and methods for translating a subject with scientific and
societal relevance into a problem analysis, problem statement, research objectives and research questions in a critical and
grounded manner.
Literature review
The student is familiar with fundamental and recent literature in the area of MBE, and is able to conduct a comprehensive, in-
depth literature review that retrieves literature relevant to their graduation project, through which they can substantiate research
hypotheses and approaches.
Synthesis
The student has a creative, innovative and investigative approach to solving the selected problems. The student is capable of
identifying relevant knowledge in their own and related areas, acquired in part through the literature review, and systematically
utilising it for the definition of a coherent theoretical framework and conceptual models for their research.
Methodology
The student is capable of selecting appropriate research methods in a transparent and substantiated manner and of applying these
in a scientifically and ethically responsible manner.
Acceptability and relevance

The student is capable of evaluating their own process, products and performance in relation to current scientific and
professional knowledge. The student is able to formulate clear conclusions and recommendations for further research and
application, and through these demonstrate that their work meets the standards of scientific research and contributes to the
solution of societal problems.
Time management
The student is aware of the requirements for interim and end products, has sufficient time management skills to make a realistic
estimate of activities and the amount of time needed for each of them and, on the basis of these, can produce a reliable working
plan.
Reporting and communication

The student is capable of producing informative written reports, suitable to a scientific and professional audience, that provide a
structured, coherent, consistent, precise and insightful account of their research process and products. The student is capable of
delivering oral presentations of their work in an informative and engaging manner and at an appropriate scientific level, using
valid arguments in discussing their subject. The student is open to constructive criticism and is willing to learn from feedback
and comments.
Education Method This is a student driven graduation laboratory. The educational method is therefore to be developed by the students in
conversation with each other and the coordinators. The assumption is that studio instruction will be the primary teaching method.
Students will guide their own studies and determine their own learning styles.
Assessment - P1: halfway through the course, each student presents the progress of their work in the form of a preliminary report (draft
research proposal and plan for the thesis)
- P2: at the end of the course, each student presents a final research proposal and plan for the completion of their thesis
Period of Education Fall Semester
Page 802 of 1045

Year 2022/2023
Free electives/Research Methods 2
Page 803 of 1045

Year 2022/2023
Page 804 of 1045

Year 2022/2023
For MBE Students
Page 805 of 1045

AR4CS030 Cross Domain City of the Future 30
Course Coordinator Dr.ir. T.A. Daamen
Responsible for assignments Dr.ir. T.A. Daamen
Education Period 3
4
Start Education 3
Exam Period none
Course Contents This Graduation Lab is a special thesis laboratory for students that would like to develop their own (design and/ or research)
visiting critics.
Study Goals Based on the P2 results and supervised by the mentor team, students individually conduct research towards completion of their
graduation project, in a way that demonstrates their ability to meet the final learning goals of the MBE Master track, as well
those of the Faculty of Architecture & the Built Environment and of Delft University of Technology.
Education Method Individual research towards completion of a Master thesis, under supervision by two mentors.
Assessment - P3: halfway through the semester each student delivers an interim presentation and a draft graduation report.
- P4: at the end of the semester each student delivers a presentation of the completed project and a draft final graduation report.
- P5: having passed the P4 exam, each student finalises their final graduation report and defends it in the final examination
session.
Page 806 of 1045

Year 2022/2023
variant Landscape Architecture
Page 807 of 1045

Year 2022/2023
Page 808 of 1045

AR1LA011 Architecture and Landscape: Design Studio 10
Course Coordinator J.R.T. van der Velde
Course Coordinator Prof.ir. E.A.J. Luiten
Instructor Dr.ir. I. Bobbink
Instructor Dr.ir. S.I. de Wit
Instructor J.R.T. van der Velde
Responsible for assignments J.R.T. van der Velde
Contact Hours / Week 72 hours
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
5
Summary The design studio Architecture and Landscape develops knowledge, skills and stances in landscape architectural research and
design via an assignment for a garden-building ensemble in a semi-natural environment. With this assignment the studio takes an
in-depth look at physical landscape space and human experience; delves into site and context from a (garden) design perspective;
elaborates elementary landscapes dynamics; and develops skills in design composition and design elaboration at the domain
scale, with an emphasis on planting design.
Course Contents The studio focusses on the garden (domain) scale of landscape architecture, as the most condensed form of (the ontological
complex) landscape. The design project takes an in-depth look at physical landscape space, notions of context and human
experience, landscapes dynamics and change, and planting design. The site has delineated boundaries, a specific scope of
transformation and clearly defined ownership and operation. Integrating site and context (geographical, historical, cultural etc.)
into the design forms a central motif for the assignment. Knowledge, skills and stances are developed in interpretations of a
given landscape, working with landscape processes, conceptual design thinking, elaborating a landscape architectural (domain)
composition, articulating the relationship between concept, composition and design details, planting design and ethical
dimensions of landscape architecture.
Study Goals By the end of this course, the student should be able to:
-identify, interpret and interrelate landscape qualities from a phenomenological perspective (human perception);
-identify, interpret and work with landscape processes: previous stages of a specific site and its topography; relationships
between environmental factors and resulting vegetation and topography over time;
-develop active reciprocities between phenomenological landscape analysis and conceptual design thinking;
-elaborate a landscape architectural composition, relating objective and subjective experiences of a site and expressing aspects of
time and movement as well as the sensory qualities of the landscape;
-create a coherent and clear relationship between concept, composition and detail;
-elaborate a planting scheme into a proposal which expresses the various spatial, sensorial, temporal and narrative dimensions of
the design;
-demonstrate a variety of presentation and communication techniques, expressing human experiences (scale, materiality), time
and movement;
-reflect on his/her own design, involving ethical considerations as an expression of theoretical perspectives on landscape,
landscape architecture and the relation between humans and nature.
Education Method Studio work
Workshops
Instruction sessions
Excursions
Fieldwork
Course Relations The quarter Architecture and Landscape consists of two courses: 10 ECTS Design Studio and the 5 ECTS Theory, Method and
Critical thinking. Four perspectives on the analysis and design of (urban) landscapes form the backbone of the master track
Landscape Architecture: landscape perception, landscape as palimpsest, landscape as scale continuum and landscape as
ecological, economic and social process.
Literature and Study - Steenbergen, C.M. and Reh, W., 'Architecture and Landscape - the Design Experiment of the Great European Gardens and
Materials Landscapes', Basel, Boston, Berlin, Birkhauser, 2003.
- Dee, C. (2001), Form and fabric in landscape architecture; a visual introduction. Londen, New York: Spon Press.
- Bell, S. (2004), Elements of visual design in the landscape. New York: Spon Press.
- Vroom, M. (2006). Lexicon of Garden and Landscape Architecture. Basel, Boston & Berlin: Birkhäuser.
Assessment 2D drawings and supporting visuals
Physical/digital 3D-model
Oral presentations
Written reflection
Leerstoel Landscape Architecture
Page 809 of 1045

AR1LA021 Architecture and Landscape: Theory, Method and Critical 5
Thinking
Course Coordinator Dr.ir. S.I. de Wit
Responsible for assignments Dr.ir. S.I. de Wit
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
5
Summary The Theory, Method and Critical Thinking course Architecture and Landscape introduces landscape architectural compositional
principles and their application and focuses on the architectural form of plants and planting schemes over time. The course
presents tools, theories, methods and techniques related to the landscape architecture discipline.
Course Contents In this course different knowledge fields are introduced, revolving around landscape architectural composition. Phenomenology,
environmental psychology, compositional theory and planting knowledge will feed the students insight in landscape architectural
composition. Seminal landscape architectonical objects will be presented and discussed, with the emphasis on the discovery and
study of the complex compositional rules with which a design is built up and the relationship between composition and
perception. Theories, concepts and design aspects are brought into a wider scope addressing analytical and compositional
techniques and typological research. Furthermore, the role of planting will be explored and discussed in terms of space and time
dynamics. The emphasis is on basic knowledge of assortment and its application in landscape design in order to define and
organize space into imaginative compositions that evolve through time. Crucial is the understanding of the relationship of
planting with spaces and objects, with their natural surroundings (habitat) and their evolution in time. Field trips and literature
study will provide the material for studying and documenting examples of several species and their arrangements in order to
discover their spatial and environmental characteristics.
- identify and interpret the historical compositional repertoire of landscape architecture and its role in current practice;
- identify, interpret and discuss the formal qualities of plants and their spatial and perceptual characteristics;
- demonstrate a working knowledge of environment-behaviour theories
- describe, interpret, evaluate and critique landscape design in relation to composition and perception of outdoor space;
- demonstrate analytical drawing and writing techniques that reveal spatial and experiential qualities of planting compositions in
relation to their landscape context.
Education Method Workshops

Lecture series
Excursions
Course Relations The quarter Architecture and Landscape consists of two courses: 10 ECTS Design Studio and the 5 ECTS Theory, Method and
Critical thinking.
Four perspectives on the analysis and design of (urban) landscapes form the backbone of the master track Landscape
Architecture: landscape perception, landscape as palimpsest, landscape as scale continuum and landscape as ecological,
economic and social process.
Literature and Study - Dooren, N. van (2018). The landscape of critique; The state of critique in landscape
Materials architecture and its future challenges. SPOOL Vol. 5 No.1 Landscape Metropolis #4,
Criticising practice - practicing criticism, 13-32. doi: 10.7480/spool.2018.1.1936. (available on Brightspace)
- Kaplan, R. and Kaplan, S (2005). Preference, restoration and meaningful action in the context of nearby nature. In Barlett. P.F.
(ed.) Urban Places; reconnecting with nature. Cambridge: MIT press. (available on Brightspace)
- Moore, G.T. (1979). Environment-Behavior Studies, in Snyder, J.C. and Catanese, A.J. (eds.) Introduction to Architecture.
New York: McGraw-Hill, 46-71. (available on
Brightspace)
- Steenbergen, C.M. and Reh, W. (2003). Architecture and Landscape; the Design Experiment of the Great European Gardens
and Landscapes. Basel, Boston, Berlin: Birkhauser.
- Wohrle, R.E. and Wohrle, H.J., (2008). Designing with plants. Basel, Boston, Berlin: Birkhauser.
Assessment Plan critique including an analysis in drawings and words and critical interpretation with arguments based on the offered
knowledge fields.
Page 810 of 1045

AR1LA051 Dutch Landscape: Design Studio 10
Responsible for assignments Dr.ir. I. Bobbink
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
5
Summary The design studio Dutch Landscape emphasizes on exploration, understanding and modification of landscape patterns,
conditions, structures and their spatial expression. The assignment asks for interventions in a rural area in which the expression
of the balance between land and water plays an important role, fitting the accommodation of a range of claims (agriculture,
recreation, living, nature development) of the given site.
Course Contents In the design course you formulate your own assignment within a defined challenge, in which different scales and perspectives
come together: water issues and the social structure of a rural society and ongoing spatial claims (like farming, energy
production, recreation, nature development) on the scale of a polder landscape.
The aim of the design is to explore the transition of landscape as a means of adapting and giving expression to existing landscape
patterns, leading to new landscape architectural (spatial and experiential) compositions in which beauty, landscape processes,
functionality and inclusiveness (of people, animals and plants) coincide.
You will design through scales from concept to detail, with an understanding of the area of influence, area of effect and area of
control. The design is based on a landscape analysis, understanding the spatial structure and patterns, which should lead to a
spatial composition for an imaginable future, allowing for and anticipating on social and ecological processes. You learn how to
design through time: from past relevant periods to new conditions for a desired future, according to the assignment that is
defined and developed by yourself.
- identify and interpret the Dutch lowlands (polder) landscape, and its spatial formation, function and patterns;
- understand and integrate landscape engineering techniques and ecological knowledge related to planting succession, water/land
gradients and maintenance in the design;
- discuss and demonstrate the relationship between landscape analysis and landscape architectural design;
- explore landscape potentials by means of options and alternatives;
- understand the interdependence of land use, soil conditions, hydrological systems, vegetation characteristics and planting
proposals;
- apply landscape architectural design tools through scales: from ditch to horizon;
- create self-explanatory drawings, expressing systems, scale ranges, texture and materials of the landscape over time;
- reflect on your own design, involving ethical considerations as an expression of theoretical perspectives on landscape,
landscape architecture and the relation between humans and nature.
Education Method Studio work (working in pairs)
Workshops
Lectures
Excursion
Course Relations The quarter Dutch Landscape consists of two courses: 10 ECTS Design Studio and the 5 ECTS Theory, Method and Critical
thinking.
Literature and Study - Bobbink, I. en Loen S. (2013) 'Water inSight'

Materials http://repository.tudelft.nl/view/ir/uuid:e1af985b-7f72-4a55-9c07-2fc0f4c7e4f1/
- Reh, W. en Steenbergen C. (2007) Zee van Land, Stichting Uitgeverij Noord-Holland
- various editions of Dutch and European landscape architecture, Blauwdruk, Wageningen
Assessment booklet and/or posters

physical models
oral presentation
written reflection on design
Page 811 of 1045

AR1LA061 Dutch Landscape: Theory, Method and Critical Thinking 5
Responsible for assignments Dr.ir. G.A. Verschuure-Stuip
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
5
Summary The Theory, Method and Critical Thinking course 'Dutch Landscape' provides insight in the interrelation of the different natural
and societal forces, spatial and temporal qualities, materials and components of the cultivated predominantly rural landscape.
Course Contents The course addresses the structures, layers, and components of the Dutch landscape and combines the following knowledge
fields: historical-geography, polder history, water management, morphology, landscape ecology (e.g., gradients, plant
geography), environmental philosophy (visions to landscape and nature) and social geography. Different analytical techniques:
cartography, photography, layer analysis, narratives, etc. will be used to reveal and represent the identity - which is: landscape
forming processes and their topographic appearance - of a specific landscape. You learn how to critically evaluate your insights
into the different aspects of landscapes in a descriptive well-illustrated document that takes the shape of a landscape biography.
You need to elaborate on the outcome of the analyses as input for future transformations.
- map landscapes and landscape elements;
- identify, define, organize, valuate and represent different landscape forming processes and their spatial manifestation;
- identify, group, valuate and represent the spatial and visual, ecological, technical (land/water) and social conditions of a
specific landscape;
- document and express the integration of different fields of knowledge;
- elaborate on the outcome of the analyses for future transformations;
- identify, critically assess and apply different perspectives on nature and landscape.
Education Method Lectures

Workshops
Seminars
Excursions
Course Relations The quarter Dutch Landscape consists of two courses: 10 ECTS Design Studio and the 5 ECTS Theory, Method and Critical
thinking.
Four perspectives on the analysis and design of (urban) landscapes form the backbone of the master track Landscape
Architecture: landscape perception, landscape as palimpsest, landscape as scale continuum and landscape as ecological,
economic and social process.
Literature and Study - Bell, S. (1999) Landscape. Pattern, Perception and Process. Taylor & Francis.
Materials - Cronon, W. (1999) Uncommon Ground: Rethinking the Human Place in Nature. W. W. Norton & Company.
- Odum, E., Barrett, G. (2005) Landscape Ecology chapter 8, in Fundamentals of Ecology, 5th edition, p.374-411.
- Ven, G.P. van de (2004) Man-made Lowlands. History of water management and land reclamation in the Netherlands. Matrijs.
- Hermans, R., Kolen, J., Renes, H. (2015) Landscape Biographies. Geographical, Historical and Archaeological Perspectives on
the Production and Transmission of Landscapes. Amsterdam University Press.
Assessment Presentation of a landscape as a living archive, in text and visually.
Period of Education Quater

Page 812 of 1045

Year 2022/2023
Page 813 of 1045

AR2LA011 Urban Landscape: Design Studio 10
Instructor Prof.ir. E.A.J. Luiten
Responsible for assignments Prof.ir. E.A.J. Luiten
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
5
Summary The design studio Urban Landscape explores the role of landscape design in the context of a metropolitanising region. The studio
explores the relation between systems and places and the social interaction of people in the public realm. In this design studio
students work on a comprehensive spatial proposal that supports the sustainability of an urbanized landscape under
transformation.
Course Contents Urban Landscape: design studio
In the course two specific dimensions of urban landscape architecture will be elaborated and integrated: the city as an earth-life
landscape system and the city as a socio-spatial environment. The project outcome includes a strategy addressing the sustainable
metabolism and systemic form of the urban landscape. You are to develop a design proposal for a particular urban landscape
component (green-blue sites, patterns, structures), addressing socio-spatial and physical aspects and criteria. A well-defined and
thoroughly elaborated landscape architectural intervention that takes position in the balance between privatized and public space
) is to be developed. You have to illustrate how the proposal contributes to large-scale and long-term urban sustainability goals
and how social behaviour influences the design and responds to the result.
- identify and interpret an urban territory as an earth-life landscape system and as a social-spatial environment, using established
analytical methods;
- have a working competency in research-by-design techniques investigating transformations of the landscape;
- discover and define (diagnose) a problematique in an extensive and complex urban territory with respect to urban ecology,
urban forestry and urban agriculture
- is able to formulate and develop a landscape architectural assignment in an urban context;
- design on various levels of scale and size, relating the whole and the component parts in a mutual and coherent relationship;
- resolve and elaborate an urban landscape design (intervention) in spatial, material and technical terms, involving water
management, soil mechanics, hardscapes, planting, ecology and micro-climate aspects;
- demonstrate a variety of presentation and communication techniques;
- reflect on your own design, involving ethical considerations as an expression of theoretical perspectives on landscape,
landscape architecture and the relation between man and nature.
Education Method Studio work

Workshop
Lectures
Excursion
Seminar
Course Relations The quarter Urban Landscape consists of two courses: 10 ECTS Design Studio and the 5 ECTS Theory, Method and Critical
thinking.
Literature and Study - Steenbergen, C.M., Reh, W. and Pouderoijen, M. (2011). Metropolitan Landscape Architecture: urban parks and landscapes.
Materials Bussum THOTH Publisher.
- Sim, D. (2019). Soft City. Washington: Island press
- Gehrels, H. et al, (2016). Designing green and blue infrastructure to support healthy urban living.
https://www.researchgate.net/publication/308165682
- Henderson, K., Lock, K. & Ellis, H. (2017). The art of building a Garden City, Designing communities for the 21st Century,
Newcastle upon Tyne: RIBA
- McHarg, I.L. (1969). Design with nature. NewYork: John Wiley and Sons, inc.
Assessment Posters or booklet

Oral presentation
Physical (and digital) 3D-model
Written reflection on design
Page 814 of 1045

AR2LA021 Urban Landscape: Theory, Method and Critical Thinking 5
Course Coordinator Dr. L. Cipriani
Instructor D. Piccinini
Instructor Dr. L. Cipriani
Responsible for assignments Dr. L. Cipriani
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
5
Summary The Theory, Method and Critical Thinking course Urban Landscape is dedicated to the complex relationship between city and
landscape; it introduces and explains the basic concepts of urban green/blue elements and structures and how they can be applied
on various scales.
Course Contents Different historical periods, cultural and political contexts, geographical features and critical projects have influenced the
complex relationship between city and landscape, culture and nature. The spectrum of theories, concepts, approaches and
projects on this topic forms the backdrop for this course. The lectures provide different lenses covering historical and theoretical
aspects focusing on contemporary concepts and approaches on landscape as the medium and model to guide and transform urban
development.
- identify and elaborate on theories, concepts and approaches to urban landscapes;
- identify and elaborate on spatial design and its social and ecological influences and ethical implications in the context of the
urban landscape;
- position landscape architecture in relation to other spatial design disciplines like visual arts, architecture, civil engineering,
ecology and urbanism;
- logically and critically reflect on a selected discourse, verbally, interactively and
in writing, based on key academic literature, applying the basic rules of academic writing.
Education Method Lecture series
Workshop
Seminar
Course Relations The quarter Urban Landscape consists of two courses: 10 ECTS Design Studio and the 5 ECTS Theory, Method and Critical
thinking.
Literature and Study Study literature will be delivered to students in class.
Materials
Assessment Research paper
Page 815 of 1045

Year 2022/2023
15 EC of electives
Page 816 of 1045

Year 2022/2023
AR keuzevakken 2022
Page 817 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Geography.
and the media.
examples.
Materials
participants
participants
Page 818 of 1045

x/x/x/x
Education Period 1
2
3
4
Start Education 1
3
Exam Period none

Workshop: 36 hours
Materials
participants
participants
Page 819 of 1045

MBE students only)
x/x/x/x in week 9.
Education Period 4
Start Education 4
Exam Period 4
Built Environment.
scientific rules.


Materials
- Late delivery
Page 820 of 1045


participants
participants

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
5
actor perspective;
Materials
Elective Yes
Page 821 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
renovation.
Materials
Exam Hours 3
Tests
Elective Yes
participants
Page 822 of 1045

Education Period 3
Start Education 3
Exam Period none
visual media;
outputs.
a case study area.
a) Research Report;
Materials
Education, 43(4), 307323.
Visual Arts.
SAGE.
Page 823 of 1045

c)
Writing Assignment:
Page 824 of 1045

Education Period 3
Start Education 3
Exam Period none
research;
Materials
2021.
Routledge, 2007.
Routledge, 1991.
Page 825 of 1045


assignments
assignments
assignments
assignments
assignments
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
students.
Sub-goals:
Materials
Page 826 of 1045

Instructor Y. Zhang
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Required for MSc3
collaborative way
climate control.
project.


Page 827 of 1045

participants
participants

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
what way?
Materials
Page 828 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
incorporated.
Page 829 of 1045

Education Period 3
Start Education 3
Exam Period none
images and objects.
portfolio.
Materials
in the form of:

Elective Yes
participants
participants

environment
Education Period 1
Start Education 1
Exam Period 1
Page 830 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
representation.
Assessment Scheme
- Assignment (70 %)
Page 831 of 1045

AR0119 Figures 5
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents
Figures
informed them
format
course.
Assessment

Remarks
Page 832 of 1045

Education Period 3
Start Education 3
Exam Period none
approaches.

Materials
participants
participants
Page 833 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
2015
2016
4QJ1cH-
oral presentations.
Page 834 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
good designers.
Design studio,
+ physical models.


Page 835 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
network.
-lectures: theory
Materials
Page 836 of 1045

Instructor T. Blom
Education Period 3
Start Education 3
Exam Period none
Course Contents
Study Goals
Education Method
skills).
Assessment
participants
Page 837 of 1045

AR0136 Making 5
Education Period 3
Start Education 3
Exam Period none
SPECIFIC:
design.
and set goals.
Course Evaluation
Elective Yes
Minimum number of 8
participants
participants
Page 838 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 839 of 1045




MSC 2 level.

March 2008
Springer,
Page 840 of 1045

Heritage)
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3

in a building;
required.
Materials studies
participants
participants
Page 841 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 842 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 843 of 1045

Education Period 3
Start Education 3
Exam Period none
Environment.
facilities.
participants
participants
Page 844 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 845 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 846 of 1045

participants
participants
Page 847 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
other.
2 Path Systems
5 Public Life
6 Presentation
presentation.

course AR0168.

Page 848 of 1045

participants
participants

Education Period 3
Start Education 3
Exam Period 4
5
Studio work:
Lectures:
Excursions:
situations.

Minimum number of 4
participants
participants
Page 849 of 1045

Instructor A. Wandl
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Background:
Approach:

circularity;
systemic sections;
representations.
Page 850 of 1045


Materials
participants
participants
Page 851 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
its performance?
4. Delta Urbanism
and governance.
the local level
evaluations
Materials
participants
participants
Page 852 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

The study case


(water-soils).
Materials
participants
participants
Page 853 of 1045

Education Period 3
Start Education 3
Exam Period none
material
methods
Page 854 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 855 of 1045

Tests
Page 856 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
course.
Materials
determined.
Page 857 of 1045

Education Period 2
4
Start Education 2
4
Exam Period 2
4
assignment.

quality criteria.
materials.

choice assignment.

methodologies.
be analysed.

The student:
interviews.
Page 858 of 1045

The student:

The student:
exercises.
Materials

ISBN 9781526419521




participants
Page 859 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
landscape.
literature study
participants
participants
Page 860 of 1045

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 861 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
topics.
workshop setting.

Materials
Friday afternoons.
participants
participants
Page 862 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
addressed.
topics.
workshop setting.

Materials
participants
participants
Page 863 of 1045

Education Period 3
Start Education 3
Exam Period none
engineering design;
groups.
participants
Page 864 of 1045

Education Period 3
Start Education 3
Exam Period none
Materials
Assessment exam
Tests
participants 80
80

Education Period 3
Start Education 3
Exam Period none
portfolio.
workdays.
participants
participants
Page 865 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 866 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 867 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 868 of 1045

Sustainability
Underground
Water management
participants
participants

x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period 2
4


Materials
Deliverables
2) Individual paper
Assessment:
- Individual report

participants
participants
Page 869 of 1045

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 870 of 1045

x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period 2
4
and beyond.
participants
participants
Page 871 of 1045

AR0796 Ornamatics 5
Education Period 3
Start Education 3
Exam Period none
work days.
participants
participants
Page 872 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
digital
Page 873 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Weekly progress
Concept Schedule

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Page 874 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
home.
environments.
Module 2: Theories
theory.
Materials
Page 875 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 876 of 1045

Education Period 3
Start Education 3
Exam Period none
2 level.
report.

participants
participants
Page 877 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 878 of 1045

Summary
starts.

participants
participants
Page 879 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 880 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 881 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 882 of 1045

Instructor S. Lee
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3


participants
participants
Page 883 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
workshops
self-study
presentations
lectures

participants
participants
Page 884 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 885 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
so on.
and media.



Reader.
quarter.
Elective Yes
participants
participants
Page 886 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 887 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 888 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 889 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 890 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 891 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 892 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
spaces.
goals.

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 893 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
jurisprudence.
The Hague.
- Journal articles.

Education Period 1
2
Start Education 1
Exam Period none
and experts.
conditions.
Page 894 of 1045

Education Period 3
4
Start Education 3
Exam Period none
and experts.
conditions.

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
assignments.

statements.
- Input and output.
- Objects, classes.
Materials
Page 895 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2


Page 896 of 1045

Education Period 3
Start Education 3
Exam Period 3
4
documents, etc.);
Model);
Education Method
Page 897 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1

may not suffice.
models

based on CityGML
participants
participants
Page 898 of 1045

Education Period 4
Start Education 4
Exam Period 4
an advantage.
environments.
Page 899 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4

- Clustering
[-] K-means
[-] Hierarchical
[-] Density-based
- Linear regression
- Classification
-) Soft-margin SVM
- Neural networks
[-] Backpropogation

[-] Convolution
environment;
possible).
improves the work;

- Calculus
Page 900 of 1045

Elective Yes

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
(24 hours)
participants
Page 901 of 1045

Year 2022/2023
Page 902 of 1045

AR3LA011 Landscape Architecture Analysis and Visualisation 5
Course Coordinator Dr. L. Cipriani
Instructor Dr. D. Cannatella
Education Period 1
2
Start Education 1
Exam Period none
Summary The course aims to provide students with a platform where (1) they can get to know digital and analogue tools as instruments for
research and design in the field of landscape architecture, and (2) enable students to experiment with alternative new approaches
to think and communicate about spatial design issues.
Course Contents Maps, sections, models, drawings, as well as text and stills or moving pictures, form the basis of research and design in
landscape architecture. Over the last few decades, these methods have been complemented by digital media such as video and
photography, geographical information systems (GIS), computer simulations, 3D digital models, and virtual/augmented reality.
Digital and analog representation tools allow us to understand and communicate a site and a design project, visualize and transfer
information, represent a current or future reality, and record, analyze, and express conceptual ideas, shapes, and relationships.
Many tools enable landscape designers and researchers to use different approaches to think and communicate about spatial
design issues.
The course consists of different workshops (options) such as:
- GIS in landscape architecture: data acquisition, modeling, analysis, and visualization;
- thinking with maps, sections, and models;
- visualizing space and time (e.g. drawing time).
- apply and present different relevant design-related analysis and visualisation methods and techniques in landscape architecture;
- identify the potentials and limitations of relevant design-related analysis and visualisation methods and techniques in landscape
architecture;
- select and use suitable design-related analysis and visualisation methods and techniques in a particular research and design
context (e.g., graduation project).
Education Method Three out of four thematic workshops with an introductory lecture followed by a short assignment focusing on the application of
a particular analysis and visualization method or technique. The hands-on assignments are elaborated in groups of at least two
students and guided by an expert in the field.
Literature and Study Provided during the workshops.
Materials
Assessment Students can pass or fail. This decision will be based on the students presence and active participation in the workshops and the
outcome.
Page 903 of 1045

AR3LA020 Research Methodology in Landscape Architecture 5
Course Coordinator Dr.ir. B. Cattoor
Instructor Prof.ir. E.A.J. Luiten
Instructor Dr.ir. B. Cattoor
x/x/x/x
Education Period 1
3
Start Education 1
3
Exam Period 1
2
3
4
Summary The course provides you with a framework of academic knowledge and skills for understanding, designing and conducting
design research in landscape architecture. To this end, the course presents you with an overview of the most prevailing
theoretical themes and perspectives in landscape architecture, and of the discipline's proven research strategies, methods, tools
and techniques. Additionally, the course familiarizes you with the academic, formal and structural requirements of a landscape
architectural research design in the context of the elaboration of your graduation plan.
Course Contents Research skills are not only crucial to landscape architecture researchers working in an academic setting, but are also becoming
increasingly important to landscape architectural professionals as the complexity of contexts and challenges landscape architects
are tackling is increasing at fast pace.
This course provides you with (a) an in-depth understanding of the most prevailing theoretical perspectives and themes in the
field of landscape architecture and landscape architecture research, (b) an overview of the disciplines most prevailing design
research methods, strategies, tools and techniques, (c) important theoretical clues and a practical aptitude for developing a
critical academic attitude towards design research in landscape architecture. The course furthermore teaches you (d) how to
construct a research design that meets the disciplines academic, formal and structural requirements.
The course is organized in three parts:

1.Theory in landscape architecture
- introduction to theory in landscape architecture;
- landscape architecture as a design process;
- form, meaning and experience in landscape architecture;
- society, language and the representation of landscape;
- ecological design and the aesthetics of sustainability;
- landscape as an integrator of site, place and region.
2.Research strategies, methods, tools and techniques in landscape architecture
- introduction to research strategies and related methods, tools and techniques: description, modelling, experimentation,
classification, interpretation, evaluation & diagnosis, engaged action, design projection, logical systems.
3.Composing a research proposal
- building blocks of a research proposal, and their interrelation: theoretical framework, problem statement, research question,
research strategy, methods, tools and techniques, relevance of the proposed research;
- academic, formal and structural requirements of a research proposal.
Study Goals By the end of this course, students should be able to:
- identify landscape architecture as an academic design discipline with its own theories, methods and techniques;
- critically discuss the following, major theoretical themes in landscape architecture theory: (i) Landscape architecture as a
design process, (ii) Form, meaning and experience in landscape architecture, (iii) Society, language and the representation of
landscape, (iv) Ecological design and the aesthetics of sustainability, (v) Landscape as an integrator of site, place and region;
- compare different research strategies in landscape architecture and their related methods, tools and techniques, among others:
description, modelling, experimentation, classification, interpretation, evaluation & diagnosis, engaged action, design projection
and logical systems;
- critically reflect on different landscape architectural methods of analysis and design
- build up a coherent, feasible and effective research plan for their graduation project, complying with the academic, formal and
structural requirements of a scientific research proposal.
Education Method The course consists of lectures and seminars. The seminars follow the flipped classroom model, where you will be asked to
prepare for the seminar sessions in forehand, by means of writing and presentation assignments.
Literature and Study Groat, L. and Wang, D. (2002) Architectural Research Methods. John Wiley and Sons.
Materials Swaffield, S. (Ed.) (2002) Theory in Landscape Architecture: A Reader. University of Pennsylvania Press.
Swaffield S. and Deming M.E. (2011) Research strategies in landscape architecture: mapping the terrain. Journal of Landscape
Architecture, 6(1), 34-45.
- and others depending on your individual research topic

Assessment Presentations and written assignments.
Page 904 of 1045

Instructor Dr.ir. G.A. Verschuure-Stuip
Instructor Prof.dr.ing. S. Nijhuis
Instructor Dr.ir. N.M.J.D. Tillie
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Summary The Flowscapes studio focusses on specific context-related design projects, in which knowledge from spatial design, ecology,
civil engineering and social sciences is synthesized into a coherent multi-scale landscape design proposal. Within the Flowscapes
studio different labs provide specific research themes. Within the lab you cooperate with your lab-mates on research and define
your own project. Spatial, societal and environmental issues are explored through the application of design research and research
-by-design.
Course Contents Flowscapes interprets and elaborates landscapes as infrastructures and infrastructures as landscapes. Social, cultural and
technological developments of our society demand a fundamental review of the planning and design of the landscape, in
particular in relation to environmental issues. Urbanization, ecological crisis and climate change are international challenges;
while the technical challenges may be considerable, the spatial and cultural challenges are by far the largest. Therefore, a
renewed understanding of space-time condition of landscape and its capacity to adapt, transform and develop further offers
promising opportunities to find new solutions to these problems.
In this changing context the Flowscape graduation studio focusses on strategy development and design exploration of landscape
compositions and systems. The emphasis is on the design of new topographies to create conditions for spatial development by
employing landscape-based approaches, ecosystem services and landscape architecture design principles. Here landscape design
is considered as a synthesizing activity that explores the dynamic between structure and process in various natural, cultural and
urban settings, taking the specific qualities of the place (genius loci) as a starting point. By combining theoretical and functional
knowledge, and by combining several scales and disciplines in a stimulating learning environment, the studio aims to prepare
you for world-wide challenges related to our (urban) landscape.
Study Goals The thesis should prove that you are able to:
- select and use suitable design-related research strategies and techniques in a particular context;
- determine and design landscape architecture strategies and spatial interventions at multiple scales, which meet aesthetic,
technical, ecological, functional and ethical requirements as proof of their academic knowledge;
- develop and assess a landscape design assignment from an environmentally ethic perspective, focusing on moral responsibility
towards the natural world.
- integrate knowledge from other design disciplines and scientific fields;
- write a report of an academic standard including method, theory, research and design;
- can substantiate research and design decisions based on ethical and verifiable arguments;
- present the work by combining oral, written and graphical media.
Education Method - studio meetings Flowscapes

- lab meetings
- lectures
- seminars
- workshops
- writing
- fieldwork
Course Relations The accompanying courses Research Methodology and Landscape Architecture Analysis and Visualisation will help to develop
your skills and attitude in theory, methods and techniques in becoming a landscape architect.
Literature and Study Please check the semester guide.
Materials
Assessment In this process of graduation visual thinking and communication are considered to be crucial. Drawings, mappings and models
are used to reveal and create relationships, explore and elaborate landscape systems (in terms of geometry, quantity, velocity,
force, trajectory) and for critical reflection.
- products of design research and research-by-design (as defined in semester book)
- written and illustrated report
- oral presentation
Period of Education Semester + MSC4
Page 905 of 1045

Year 2022/2023
Page 906 of 1045

Instructor Dr.ir. G.A. Verschuure-Stuip
Instructor Prof.dr.ing. S. Nijhuis
x/x/x/x
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Summary The Flowscapes studio focusses on specific context-related design projects, in which knowledge from spatial design, ecology,
civil engineering and social sciences is synthesised into a coherent multi-scale design proposal. Within the Flowscapes studio
different labs provide specific research themes. Within the lab you cooperate with your lab-mates on research and define your
own project. Spatial, societal and environmental issues are explored through the application of design research and research-by-
design.
Course Contents Flowscapes is about designing landscapes as infrastructures and infrastructures as landscapes. Social, cultural and technological
developments of our society are demanding a fundamental review of the planning and design of its landscapes, in particular in
relation to environmental issues and sustainability. Urbanization, ecological crisis and climate change are international
challenges; while the technical challenges may be considerable, the spatial and cultural challenges are by far the largest.
Therefore, a renewed understanding of space-time condition of landscape and its potential for change offers promising
opportunities to find new solutions to these problems.
In this changing context the graduation studio focusses on strategy development and design exploration of landscape
compositions and systems. The emphasis is on the design of new topographies to create conditions for spatial development by
employing landscape-based approaches, ecosystem services and landscape architecture design principles. Here landscape design
is considered as synthesising activity that explores the dynamic between structure and process in various natural, cultural and
urban settings, taking the specifics of the place (genius loci) as a starting point. By combining theoretical and functional
knowledge, and by combining several scales and disciplines in a stimulating learning environment, the studio aims to prepare
you for world-wide challenges related to our (urban)landscape.
Study Goals The thesis should prove that you are able to:
- select and use suitable design-related research strategies and techniques in a particular context;
- determine and design landscape architecture strategies and spatial interventions at multiple scales, which meet aesthetic,
technical, ecological, functional and ethical requirements as proof of their academic knowledge;
- develop and assess a landscape design assignment from an environmental ethic perspective, focusing on moral responsibility
towards the natural world.
- integrate knowledge from other design disciplines and scientific fields;
- write a report of an academic standard including method, theory, research and design;
- substantiate research and design decisions based on ethical arguments;
- present the work by combining oral, written and graphical media.
Education Method - studio meetings Flowscapes
- lab meetings
- lectures
- seminars
- workshops
- writing
- fieldwork
Course Relations The accompanying courses Research Methodology and Landscape Architecture Analysis and Visualisation will help to develop
your skills and attitude in theory, methods and techniques in becoming a landscape architect.
Assessment - Products of Design Research and Research-by-Design (as defined in semester book)
- Written report
- Oral presentation
Leerstoel section of Landscape Architecture
Page 907 of 1045

Year 2022/2023
variant Urbanism
Page 908 of 1045

Year 2022/2023
MSc 1 Urbanism
Page 909 of 1045

AR1U090 RandD Studio: Analysis and Design of Urban Form 10
Course Coordinator B. Hausleitner
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
Summary Dealing and designing with the growing complexity of a city requires a good understanding of the basic structure and key urban
elements and the ways they work.
Low Lands, the quarter 1 design studio of the Urbanism master track aims to develop students' critical reading, understanding
and projecting of urban structure, form and functioning at different scales. Through a sequence of analysis and design exercises,
students get familiar with the urban design language and the urban landscape's key structural components and fabrics. The studio
approaches design with site sensitivity by emphasising the cultural values and environmental qualities of the specific place.
Around the globe, Low Lands are seen historically as places with the highest degree of urbanisation. Their highly dynamic and
fragile landscapes and high level of exposure to the effects of climate change question historically developed urban centres and
the idea of the urban project. The studio takes the condition of the Western part of the Netherlands exemplary for such Low
Lands to rethink forms and places of inhabitation.
The Research and Design Studio puts the following lenses central:
* the landscape and site;
* the urban typo-morphology;
* the relationship and dynamics among the main elements of the urban landscape.
These perspectives on the design of the urban landscape will be introduced and discussed in the lectures and workshops on
History and Theory of Urbanism (AR1U121). The content of the lectures is crucial input for the work in the Studio.
By making analytical and conceptual maps, drawings and models, by comparing, combining, analysing, concluding and
projecting, students will learn:
* to identify the main layers of the urban and their relational integration;
* to relate and design with multiple scales and layers;
* to understand the relation between urban composition and performance, and the fluidity of this relation;
* to experiment with various urban concepts;
* to use design to uncover potentials and challenges in a project;
* to design for dealing with uncertainty via a re-composition of the main material layers;
* to (re)conceptualise the idea of the city.
Students will build a body of knowledge by searching, selecting and using different sources and reflecting on their work in a
theoretical framework of Urban Design. Students will be able to point out which urban elements and structures had, have and
could have an influential role in shaping the Low Lands. Students will discover the structural qualities of the Low Lands, its
permanence and fluidity, and the ruptures and discontinuities. During the entire studio, they will use drawings, models and other
representational techniques to communicate their findings and explore and develop their projection of the future of the Low
Lands, including long-term developments and short-term interventions.
Course Contents Content of Q1: Analysis and Design of City Form: Low Lands.
* Design Studio;
* Workshops;
* Lectures.
All information is presented in the Quarter Guide available on Bright Space.
Students will analyse and compare the structure, form, and space of three different Dutch places in this studio. These are related
to the three main physical conditions in the Low Lands: coastal, riverine, and reclaimed land. Students work in groups of three-
four with one tutor on one of the Low Land conditions.
Each student will work individually on an atlas and the projection of one of the three places in the Low Lands. The atlas is based
upon the diachronic and synchronic mapping of the functional and material layers across different scales from different
perspectives. The projection synthesises in a designerly way future forms of inhabitation.
Lectures, debates, and workshops support this quarter's individual research and design assignment. The complementary
workshops enhance skills in critical thinking, representation techniques, and the formation of narratives and introduce law
guiding spatial plans.
The students' different products (atlas, projection, exhibition) require different working attitudes. The different forms of
education activate the learning process and advance the level of knowledge, skills and academic attitude.

* to recognize and understand the structural and spatial components of a city;
* to conceptualize and shape the idea of the city in models and drawings;
* to test and show the effects of structural interventions on multiple scales and layers;
* to use analysis and experiment as a design tool;
* to structure and shape a narrative on the actual condition and future potential of a city;
* to build a body of knowledge by searching, selecting and using a wide variety of sources and by reflecting their work to a
theoretical framework in Urban Design;
* to point out which urban elements and structures had, have and could have an influential role in the urban (re)development;
* to explore and develop their vision on the actual condition and future potential of this city.
Education Method Studio, lectures, workshops and instructions.
Combination of mainly individual but also a small part group work.
Literature and Study Mandatory and recommended literature will be mentioned in the quarter guide or on the specific Bright Space page.
Page 910 of 1045

Materials
Concept Schedule The studio sessions are scheduled in two shifts: students will be enrolled in either Tuesday and Friday mornings or Tuesday and
Friday afternoons.
In addition to these studio sessions lectures, excursions, workshops and seminars will be scheduled on other day-parts tuned with
the schedule of the parallel course AR1U121.
participants
participants
Page 911 of 1045

AR1U100 RandD Studio: Designing Urban Environments 10
Course Coordinator V. Muñoz Sanz
Course Coordinator M.M.E. van Esch
Contact Hours / Week 15 hours per week starting from week 4 and ending in week 9 (NB. also activities scheduled in week 1, 2 and 3).
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
Summary The object of the R&D studio is the design of sustainable urban environments. The focus is on the scale of the urban project,
exploring the agency of urban design in addressing urgent societal and environmental challenges. Students work in groups and
individually in the context of a particular environmental challenge faced by a specific urban area in the Netherlands. The goal is
to improve socio-ecological inclusivity of the urban environment by developing an urban design project that embraces the
understanding of the urban landscape as a complex and dynamic system. Thus special attention is given to the relation between
design and engineering (parallel course AR1U131), and the application of knowledge gained during the first quarter.
Course Contents The Department of Urbanism has set as its mission to advance, share and apply knowledge on how to adapt the built
environment to societal and environmental changes and how to apply design, planning and engineering interventions to better
satisfy human needs, and to achieve fairer, healthier and more resilient urban landscapes (The Delft Approach to Urbanism,
2021). Against this backdrop, the object of this R&D studio is the design of sustainable urban environments, exploring the
potential of spatial design to act as a catalyst for socio-ecological inclusivity.
The ultimate goal is to improve the socio-ecological performance of a given urban environment towards a fairer, healthier and
more resilient future. For that, students should embrace the understanding of the urban landscape as a complex and dynamic
system. That implies considering a variety of issues which shape and impact the built environment across multiple scales and
temporalities. These range from urban climate adaptation and mitigation, landscape systems, energy, typomorphology, parcel
structure, density, programme, access, and ownership, to situated knowledge, architectural qualities and sensorial experiences.
If the first quarter focused on analyzing and designing structures, forms and systems at the city scale, this studio combines the
visionary with an ambition to create facts on the ground. Therefore, while insisting on the importance of trans-scalar relations,
the focus is on the scale of the urban project. That is, students should question the agency of urban design in addressing urgent
societal and environmental challenges through concrete ideas and projects on the ground. Specifically, students work in groups
and individually in the context of a particular challenge faced by a specific urban area in the Netherlands.
Overall, this quarter puts the stress on:
1.Connecting research and design towards a comprehensive understanding of socio-ecological inclusive urban design;
2.The integration and collaboration across disciplines, specifically design and engineering;
3.Skills in spatial thinking and communication, emphasizing parallel processes and iterative feedback loops between analysis,
design, and presentation.
Study Goals The student is able to explain:
* sustainable development as a complex multidimensional-multiscale process consisting of environmental and liveability
dimensions on street-, neighbourhood- and city-scale;
* human dimensions in urban design related to urban design thinking, environmental psychology and urban complexity;
* the characteristics of natural and human systems on both the neighbourhood and public space level;
* contemporary urban transformation practices in a Dutch context.
The student is able to analyse:

* the urban environment from an urban landscape, typo-morphological and open space perspective;
* the environmental and liveability dimensions on the street and neighbourhood scale, in the context of the city;
* the synergy between natural and human systems on the neighbourhood and public space level;
* the overall socio-spatial-environmental performance of the urban environment in terms of liveability.
The student is able to design:

* a strategy/vision on neighbourhood scale, in the context of the city;
* a public space as a translation of the strategy/vision, by combining design and engineering, including natural and human
systems on the neighbourhood and street-level;
* context specific sustainability criteria to evaluate the overall performance of the strategy/vision and public space design in
terms of liveability.
The student is able to evaluate:

* the strategy/vision and public space design based on the overall goals and criteria that were set by the student in the beginning.
The student is able to demonstrate:

* skills in writing, drawing and calculating as a means to generate design ideas and concepts;
* skills in reporting and presenting to communicate to a variety of audiences;
* skills in collaborating.
Materials
A rubric will be used for grading. The rubric will be available in the quarter guide on the course specific Bright Space page.
Special Information (External) students can only enrol for this course when also enrolling for the AR1U131 course, since the AR1U100 and the
AR1U131 course are intertwined.
Concept Schedule The studio sessions are scheduled in two shifts: students will be enrolled in either Tuesday and Friday mornings or Tuesday and
Friday afternoons.
In addition to these studio sessions lectures, excursions, workshops and seminars will be scheduled on other day-parts tuned with
the schedule of the parallel course AR1U131.
participants
Page 912 of 1045

participants
AR1U121 History and Theory of Urbanism 5

Course Coordinator B. Hausleitner
Course Coordinator Dr.ir. G. Bracken
Instructor Dr. C. Wagenaar
Instructor Dr.ir. G. Bracken
Instructor B. Hausleitner
Responsible for assignments Dr.ir. G. Bracken
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
Summary The course gives an overview of the body of knowledge of Urbanism. It explores the idea of the urban and the major concepts
related to it. It analyses and determines the conditions of their emergence within a broader cultural context. It traces how these
concepts have changed through time, with the aim of enhancing our present understanding of cities and their transformation. The
programme combines urban history and theory by focusing on the historical evolution of the 'urban' as a spatial, material, socio-
economic, political, cultural, and ecological project. The course educates students to bridge the gap between theory and design,
between past and present by teaching them how critical thinking links to concrete urban plans and designs.
Course Contents The course provides a lecture series on the theory and history of urban design and urban planning.
The aim of the course is:

* to foster awareness of the disciplines intrinsically historical nature, the evolution of which is motivated by concepts,
interpretations, and interactions with social, political, cultural, economic, technological, geographical, and environmental
processes;
* to teach the students how to assess the historical background of urban plans and designs from different historical periods;
* to enable students to identify and explain the urban as form, structure, function and process, the relation between space,
society, landscape, and site, and its composition, elements and material layers;
* to provide students with the ability to evaluate the theoretical concepts underlying urban interventions, the evolution of the
discipline in terms of the goals it sets itself and their - alleged - impact;
* to enhance academic writing skills and to enable students to write about their discipline, urban phenomena, design and
planning proposals, and theories.

* Has knowledge of the theoretical fundaments of the discipline of Urbanism;
* Is able to position historic urban designs and theories, and to relate them to the specific societal context of a historic period;
* Is able to take a critical position concerning different design and planning experiments and theories of Urbanism, based upon
knowledge and arguments;
* Is able to position his/her own opinions, designs and plans in relation to the history and theory of Urbanism.
Education Method Lectures, self study (readings) and debates.
Combination of mainly individual but also group work.
Literature and Study Mandatory and recommended literature will be mentioned in the quarter guide on the specific Bright Space page
Materials
Assessment Writing assignment.
Concept Schedule The studio sessions of AR1U090 are scheduled in two shifts: students will be enrolled in either Tuesday and Friday mornings or
Tuesday and Friday afternoons.
The AR1U121 course schedule is tuned with the AR1U090 course, thus not scheduled on Tuesdays and Fridays.
participants
participants
Page 913 of 1045

AR1U131 Sustainable Urban Engineering of Territory 5
Responsible for assignments Dr. F.L. Hooimeijer
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
Summary This quarter focusses on the making or remaking of the city and this course more specially on the city as technical construction:
the natural and man-made conditions of the urban landscape, in order to integrate all interest in an urban plan. The act of
integration and design requires systemic knowledge on a wide range of subjects. In this course the city is seen as a technical
construction, with the central question being how to reconnect this construction to the natural systems of the territory? Therefore,
this course provides vital input for the parallel studio of AR1U100.
Course Contents In the master track Urbanism students learn to integrate social, cultural, economic and political perspectives with the natural and
man-made conditions of an urban landscape in order to shape and plan for more sustainable urban development. This quarter
focusses on the making or remaking of the city and this course more specially on the city as technical construction: the natural
and man-made conditions of the urban landscape, in order to integrate all interest in an urban plan. The act of integration and
design requires systemic knowledge on a wide range of subjects. In the course the city is seen as a technical construction, with
the central question being how to reconnect this construction to the natural systems of the territory?
In new to build areas, or green fields, there is a lot of freedom to engineer or not to engineer the natural system. One of the
greatest urban challenges these days is urban renewal. This is a complex enterprise in itself because you deal with the existing
urban use and fabric. On top of that we need to deal with trends like climate change and the energy transition. One dimension
that is reintroduced in the urban project is the subsurface system, which plays a crucial role in water management, ecology and
energy supply. The subsurface system was for a long time excluded from the urban planning and design process, because it was
considered a technical aspect that was dealt with by civil engineers, not as part of the urban design. However, the subsurface sets
the conditions with highest impact: it is more costly and takes more time to change a cable system then it is to build a building or
construct a road. Especially the idea that the natural system has already been altered for urban use, and thus lost, is preventing
innovative solutions that deal with climate change and the energy transition in urban renewal. In order to incorporate natural and
technical conditions in urban plans, a better cooperation with civil engineers and a better understanding of what they do not
know is crucial for urban designers. This is what the course aims at.
To bring order in all the technical information we make use of the System Exploration Environment and Subsurface (SEES) that
uses six functional layers with different dynamics, professional domains and knowledge fields: people, metabolism, occupation,
public space, infrastructure and subsurface. The subsurface layer is ordered in (for the urban planner and designer) recognizable
themes: water, energy, civil constructions and subsoil. Within the themes there is a logical order in the qualities of the subsurface
(www.ruimtexmilieu.nl). SEES connects the subsurface information with the urban surface in order to inspire and set clear
boundaries for the development of the urban surface. It is used for analysing potential problems, chances, demands and supports
a creative interaction early in the process of urban planning.
Study Goals Students are able to:
*Explain what for them is sustainable development and how technology is integrated
*Evaluate the skills of an urban designer in relation to sustainability;
*Explain the city as a hybrid system of natural and human characteristics both the surface and subsurface level;
*Analyse the synergy between natural and human systems on the surface and subsurface level;
*Identify new approaches in which the conditions and chances that are given by the natural system are re-introduced;
*Demonstrate and design spatial principles or an urban ensemble with the desired performances, by combining design and
engineering, including natural and human systems on the surface and subsurface level to develop ethical standards considering
sustainable development.
Education Method Interactive lectures and intensive workshops the first three weeks of the quarter full time.
Mainly group work.
Materials
Assessment Combination of analytical assignment, written examination as well as oral examination (integrated in the AR1U100 design
examination).
Concept Schedule The AR1U131 course is scheduled on all days of the first 3 weeks. The AR1U131 course schedule is tuned with the AR1U100
course.
participants
participants
Page 914 of 1045

Year 2022/2023
Page 915 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period none
introduction days.
Page 916 of 1045

Year 2022/2023
MSc 2 Urbanism
Page 917 of 1045

AR2U086 RandD Studio: Spatial Strategies for the Global Metropolis 10
Course Coordinator N. Katsikis
Course Coordinator V.E. Balz
Responsible for assignments V.E. Balz
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Summary Regional design is the core assignment of the R&D studio in this quarter. Students work in groups on regional analysis and
design for a self-defined goal in the framework of sustainable development, focusing on a metropolitan region in the
Netherlands. The rationale behind this assignment is the fact that the way global economic powers influence social, cultural and
environmental development is best sensible at the regional level. Such global influence results in the inability to fully control
spatial development. In this sense, regional design is seen as a tool for steering development in the right direction, which -as the
exploration of plausible futures- promotes and debates solutions to problems in a given context. It is a reflection on prevailing
spatial conditions, political agendas and planning regimes, meant to improve good (democratic) decision-making and to inform
long-term strategic planning approaches to desirable spatial change.
Course Contents This quarter emphasizes on (1) a comprehensive, evidence-informed understanding of regional spatial structures and
development trends, (2) an understanding of interrelations among design, planning and politics and (3) communication skills that
are required in collaborative decisionmaking. During the R&D studio 'Spatial Strategies for the Global Metropolis' students use
this knowledge and skills to conduct a regional design. The design process knows two products, notably (1) a spatial vision and
(2) a development strategy. Products are interrelated. The vision represents a desirable spatial future; it serves as a guiding
normative principle for the development strategy that sets out a path towards spatial change, by means of spatial interventions
that are ordered over a time and associated with capacities of actors in development.
The R&D studio 'Spatial Strategies for the Global Metropolis' is the core activity of this quarter. Students conduct a regional
design in groups of 4-5 students. The thematic exercises of Spatial Development Strategies (SDS) are an integral part of the
studio. Knowledge on regional design and planning approaches will be provided during lectures and applied during workshops.
SDS assists in and steers studio work. The series Capita Selecta also adds to the studio. It provides students with knowledge
about spatial planning and discusses relations between planning, governance and design on these grounds. Parallel to the R&D
studio runs the course 'Research & Design Methodology for Urbanism'. The course focuses on a theoretical understanding of
design, planning and research. Students learn to position their work in a theoretical debate and write a report on these grounds.
* Understand the basic roles and instruments of strategic spatial planning in delivering public good, spatial quality and equality
and sustainable regional spatial development.
* Understand the complexity, multiscalarity and uncertainty of regional spatial development; can consider the limitations that
these conditions set to regional planning and design.
* Understand and critically reflect on roles and impacts of regional design in/on inclusive planning decision-making.
* Formulate and argue for a comprehensive regional vision, drawing on commonly shared values and norms, evident regional
spatial development and appropriate planning principles.
* Convert a vision into a regional development strategy that is relevant and feasible in a given institutional context and robust in
respect to uncertainties of long-term regional development; can estimate a fair distribution of costs and benefits among
stakeholders involved.
* Justify a vision and development strategy conceptually, making use of theoretical notions and an understanding of how theory
and practice interact.
* Use communication media that are effective in collaborative decision-making (visualize design proposals clearly, consistently
and persuasively, using images and text); can engage in critical debate.
* Explain the ethical issues involved in the activity of planning and designing for people.
Mainly group work.
Materials
Assessment Oral examination plus design examination. A rubric will be used for grading. The rubric will be available in the quarter guide on
the course specific Bright Space page.
Special Information (External) students can only enroll for this course when also enrolling for the AR2U088 course, since the AR2U086 and the
AR2U088 course are intertwined. (External) students enrolling for this course should have developed design skills.
participants
participants
Page 918 of 1045

AR2U088 Research and Design Methodology for Urbanism 5
Course Coordinator R.C. Rocco de Campos Pereira
Instructor R.C. Rocco de Campos Pereira
Instructor Dr. M.M. Dabrowski
Responsible for assignments R.C. Rocco de Campos Pereira
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Required for The EC of this course have to be obtained in order to be allowed to enrol for the P2 presentation of the MSc3.
Summary This course enables you to do academic research that will support and fundament your work in the parallel AR2U86 studio and
in the Master 3 and 4 graduation project.
Course Contents The component Methodology for Urbanism runs parallel to the studio. It is one of the core elements of the semester. It enables
you to do academic research that will support and fundament your work in the studio. This is different to the studio because here
you will concentrate on traditional forms of academic research, which you will connect to less traditional forms of research, like
research by design. This connection between traditional and non-traditional (design-based) forms of research is one of the
characteristics of education and research in the Department of Urbanism of the TU Delft. The methodology component will help
you*:
* EXPLAIN what a theoretical framework is;
* BUILD a theoretical framework that will sustain your research and design in Q3;
* IDENTIFY a community of authors and practitioners who write about the core ideas of your theoretical framework;
* WRITE an academic report, in which you will describe what are the main questions you will seek to answer in Q3 and the best
methods to answer them;
* EXPLAIN the values connected to and the ethical issues involved in the activity of planning and designing for people.
Being able to formulate your own problem statement, research questions and methodology is one of the goals of the Urbanism
Master. The theoretical framework is the foundation on which the whole research and design are based. There is nothing as
practical as a good theory. This is because a theory is a knowledge framework, around which you can build your own ideas, be
inventive and innovative. Understanding what theories, ideas and practices exist will help you be even more innovative and
groundbreaking (because you will not be reinventing the wheel).
*Those are our learning objectives summarized.
The guiding concepts underlying this course are:

* Urbanism is a trans-disciplinary field of study and practice and there are different logics of enquiry involved belonging to the
human sciences, to the physical sciences and to design. These logics of enquiry conceive questions and methods differently. It is
necessary to clarify these different logics of enquiry, their different questions and methods, and how they can work together, in
order to be able to do research in Urbanism.
* The model of knowledge-building used in this course is communicative/ inter-subjective. We assume that all knowledge is
constructed inter-subjectively. Knowledge needs to be communicated in order to be validated, tested, and integrated in existing
knowledge. Hence the emphasis on communication.
* There are different ways to achieve knowledge and students and teachers need to discuss and clarify which ones are valid,
relevant, ethical and effective for Urbanism. For instance, there are different ways to do research in design-based practice: how
to connect design research with other (more academic) ways of doing research?
Pedagogical goals:
The course aims to promote:
* Acquisition of knowledge on basic concepts of philosophy of science;
* Development of critical and analytical skills;
* Development of argumentation skills;
* Clarity in presentation and communication of design and research;
* Excellence in writing and communication skills.
* EXPLAIN what a theoretical framework is;
* BUILD a theoretical framework that will sustain your research and design in Q3;
* IDENTIFY a community of authors and practitioners who write about the core ideas of your theoretical framework;
* WRITE an academic report, in which you will describe what are the main questions you will seek to answer in Q3 and the best
methods to answer them;
* EXPLAIN the values connected to and the ethical issues involved in the activity of planning and designing for people, thus:
explain what ethics in Urbanism is, explain some of the ethical challenges connected to the practice of urbanism, describe
different frameworks to understand ethical issues and articulate his or her position towards specific ethical issues connected to
Q3.
Education Method Workshops and lectures.
Materials
Assessment Combination of written and oral examination (integrated in the AR2U086 design examination).
Special Information (External) students can only enroll for this course when also enrolling for the AR2U086 course, since the AR2U086 and the
AR2U088 course are intertwined.

participants
participants
Page 919 of 1045

Page 920 of 1045

Year 2022/2023
Urbanism, Free electives 15 ECTS
Page 921 of 1045

Year 2022/2023
AR keuzevakken 2022
Page 922 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Geography.
and the media.
examples.
Materials
participants
participants
Page 923 of 1045

x/x/x/x
Education Period 1
2
3
4
Start Education 1
3
Exam Period none

Workshop: 36 hours
Materials
participants
participants
Page 924 of 1045

MBE students only)
x/x/x/x in week 9.
Education Period 4
Start Education 4
Exam Period 4
Built Environment.
scientific rules.


Materials
- Late delivery
Page 925 of 1045


participants
participants

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
5
actor perspective;
Materials
Elective Yes
Page 926 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
renovation.
Materials
Exam Hours 3
Tests
Elective Yes
participants
Page 927 of 1045

Education Period 3
Start Education 3
Exam Period none
visual media;
outputs.
a case study area.
a) Research Report;
Materials
Education, 43(4), 307323.
Visual Arts.
SAGE.
Page 928 of 1045

c)
Writing Assignment:
Page 929 of 1045

Education Period 3
Start Education 3
Exam Period none
research;
Materials
2021.
Routledge, 2007.
Routledge, 1991.
Page 930 of 1045


assignments
assignments
assignments
assignments
assignments
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
students.
Sub-goals:
Materials
Page 931 of 1045

Instructor Y. Zhang
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Required for MSc3
collaborative way
climate control.
project.


Page 932 of 1045

participants
participants

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
what way?
Materials
Page 933 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
incorporated.
Page 934 of 1045

Education Period 3
Start Education 3
Exam Period none
images and objects.
portfolio.
Materials
in the form of:

Elective Yes
participants
participants

environment
Education Period 1
Start Education 1
Exam Period 1
Page 935 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
representation.
Assessment Scheme
- Assignment (70 %)
Page 936 of 1045

AR0119 Figures 5
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents
Figures
informed them
format
course.
Assessment

Remarks
Page 937 of 1045

Education Period 3
Start Education 3
Exam Period none
approaches.

Materials
participants
participants
Page 938 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
2015
2016
4QJ1cH-
oral presentations.
Page 939 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
good designers.
Design studio,
+ physical models.


Page 940 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
network.
-lectures: theory
Materials
Page 941 of 1045

Instructor T. Blom
Education Period 3
Start Education 3
Exam Period none
Course Contents
Study Goals
Education Method
skills).
Assessment
participants
Page 942 of 1045

AR0136 Making 5
Education Period 3
Start Education 3
Exam Period none
SPECIFIC:
design.
and set goals.
Course Evaluation
Elective Yes
Minimum number of 8
participants
participants
Page 943 of 1045

AR0139 MEGA 15
Education Period 4
Start Education 4
Exam Period none
of Friesland.
Disciplines:

-Façade Design
-Structural Design
-Management
Master track.
Phases:

design.
making.
Continuation


Page 944 of 1045




MSC 2 level.

March 2008
Springer,
Page 945 of 1045

Heritage)
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3

in a building;
required.
Materials studies
participants
participants
Page 946 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Master 2 level.

once per week.

x/x/x/x
Exam Period none
MSC 2 level.

Materials
participants
participants
Page 947 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
independent jury.
-Tutorial in studio
-Workshops
-Lectures
Page 948 of 1045

Education Period 3
Start Education 3
Exam Period none
Environment.
facilities.
participants
participants
Page 949 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
space.
site.

workshops
fieldwork
work on site
Assessment drawings
models
participants
participants
Page 950 of 1045

x/x/x/x 8 hours/week (4.6-4.8, 4.10)
Education Period 4
Start Education 4
Exam Period 4
such as
And, the student:

class.

case studies is.
Page 951 of 1045

participants
participants
Page 952 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
other.
2 Path Systems
5 Public Life
6 Presentation
presentation.

course AR0168.

Page 953 of 1045

participants
participants

Education Period 3
Start Education 3
Exam Period 4
5
Studio work:
Lectures:
Excursions:
situations.

Minimum number of 4
participants
participants
Page 954 of 1045

Instructor A. Wandl
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Background:
Approach:

circularity;
systemic sections;
representations.
Page 955 of 1045


Materials
participants
participants
Page 956 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
its performance?
4. Delta Urbanism
and governance.
the local level
evaluations
Materials
participants
participants
Page 957 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

The study case


(water-soils).
Materials
participants
participants
Page 958 of 1045

Education Period 3
Start Education 3
Exam Period none
material
methods
Page 959 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
STUDIO.

analysis, etc..
STUDIO
reality.
Page 960 of 1045

Tests
Page 961 of 1045

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
course.
Materials
determined.
Page 962 of 1045

Education Period 2
4
Start Education 2
4
Exam Period 2
4
assignment.

quality criteria.
materials.

choice assignment.

methodologies.
be analysed.

The student:
interviews.
Page 963 of 1045

The student:

The student:
exercises.
Materials

ISBN 9781526419521




participants
Page 964 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
landscape.
literature study
participants
participants
Page 965 of 1045

Education Period 4
Start Education 4
Exam Period none
Course Contents
process.
MSC 2 level.

Page 966 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
topics.
workshop setting.

Materials
Friday afternoons.
participants
participants
Page 967 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
addressed.
topics.
workshop setting.

Materials
participants
participants
Page 968 of 1045

Education Period 3
Start Education 3
Exam Period none
engineering design;
groups.
participants
Page 969 of 1045

Education Period 3
Start Education 3
Exam Period none
Materials
Assessment exam
Tests
participants 80
80

Education Period 3
Start Education 3
Exam Period none
portfolio.
workdays.
participants
participants
Page 970 of 1045

Education Period 4
Start Education 4
Exam Period none
Page 971 of 1045

Game
Instructor Y. Chen
Education Period 4
Start Education 4
Exam Period none
in the project;
Page 972 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
designers.
others discipline.
process.
Materials
map.
Elective Yes
Tags Analysis
Design
Group work
Research Methods
Page 973 of 1045

Sustainability
Underground
Water management
participants
participants

x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period 2
4


Materials
Deliverables
2) Individual paper
Assessment:
- Individual report

participants
participants
Page 974 of 1045

Education Period 4
Start Education 4
Exam Period none
value.
educational weeks.
Materials
participants
Page 975 of 1045

x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period 2
4
and beyond.
participants
participants
Page 976 of 1045

AR0796 Ornamatics 5
Education Period 3
Start Education 3
Exam Period none
work days.
participants
participants
Page 977 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
digital
Page 978 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Weekly progress
Concept Schedule

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Page 979 of 1045

Education Period 1
3
Start Education 1
3
Exam Period none
home.
environments.
Module 2: Theories
theory.
Materials
Page 980 of 1045

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none

Page 981 of 1045

Education Period 3
Start Education 3
Exam Period none
2 level.
report.

participants
participants
Page 982 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
starts.


participants
participants
Page 983 of 1045

Summary
starts.

participants
participants
Page 984 of 1045

Education Period 4
Start Education 4
Exam Period none
condition.
context.
project.
experts.
and experts.

PHASE 2_
project's site.
PHASE 3_

Page 985 of 1045


Education Period 4
Start Education 4
Exam Period none
model making.
Materials

Page 986 of 1045

Instructor S. Corbo
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

lectures
field trips
Materials

participants
participants
Page 987 of 1045

Instructor S. Lee
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3


participants
participants
Page 988 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
workshops
self-study
presentations
lectures

participants
participants
Page 989 of 1045

Education Period 4
Start Education 4
Exam Period none
(AR1A080).


participants
participants
Page 990 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
so on.
and media.



Reader.
quarter.
Elective Yes
participants
participants
Page 991 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Excursion (TBC)
university).
Assessment Scheme
- Design (70 %)
Page 992 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period none


participants
participants
Page 993 of 1045

x/x/x/x 8 hours/week (4.6-4.8 & 4.10)
Education Period 4
Start Education 4
Exam Period none
Materials


Elective Yes
participants
participants
Page 994 of 1045

Education Period 4
Start Education 4
Exam Period none
and land.
process.
assignment.
environment.
participants
participants
Page 995 of 1045

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4

Materials

participants
participants
Page 996 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
following criteria:
Page 997 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
spaces.
goals.

x/x/x/x
Education Period 4
Start Education 4
Exam Period none

design proposal.
goals.
Page 998 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
jurisprudence.
The Hague.
- Journal articles.

Education Period 1
2
Start Education 1
Exam Period none
and experts.
conditions.
Page 999 of 1045

Education Period 3
4
Start Education 3
Exam Period none
and experts.
conditions.

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
assignments.

statements.
- Input and output.
- Objects, classes.
Materials
Page 1000 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2


Page 1001 of 1045

Education Period 3
Start Education 3
Exam Period 3
4
documents, etc.);
Model);
Education Method
Page 1002 of 1045

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1

may not suffice.
models

based on CityGML
participants
participants
Page 1003 of 1045

Education Period 4
Start Education 4
Exam Period 4
an advantage.
environments.
Page 1004 of 1045

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4

- Clustering
[-] K-means
[-] Hierarchical
[-] Density-based
- Linear regression
- Classification
-) Soft-margin SVM
- Neural networks
[-] Backpropogation

[-] Convolution
environment;
possible).
improves the work;

- Calculus
Page 1005 of 1045

Elective Yes

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
(24 hours)
participants
Page 1006 of 1045

Year 2022/2023
MSc 3 Urbanism
Page 1007 of 1045

Course Coordinator Dr. L.M. Calabrese
Instructor Dr. L.M. Calabrese
Instructor Ir. K.P.M. Aalbers
Responsible for assignments Dr. L.M. Calabrese
Contact Hours / Week 8 hours per week in week 1 and 2 and 4 hours per week starting in week 3 ending in week 9.
x/x/x/x
Education Period 1
3
Start Education 1
3
Exam Period 1
3
Summary Within this Graduation Orientation course, students will connect their graduation project research to the main research questions
of the (cross-cutting) themes of the Urbanism research programme.
Course Contents Within the Graduation Orientation course, students are asked to develop a first, preliminary proposal for their graduation project
and to propose their studio of preference and their 1st and 2nd mentor of preference. Students will be connected to our Urbanism
graduation studios based on their individual proposal. Students will be asked to critically reflect on the variety of urbanism
research themes and to position their intended graduation project within.
* develop a first proposal for his/her graduation project;
* develop an overview of the different research themes in the department of Urbanism, and is able to state his/her own position
within;
* provide clear arguments of the connection between his/her own graduation topic, the Urbanism research program, and the
preferred graduation studio(s);
* communicate his/her first proposal for his/her graduation project in an academic way;
* demonstrate skills of researching and academic writing.
Education Method Seminars and interactive peer-feedback (and expert-reflection) sessions.
Literature and Study Mandatory and recommended literature will be mentioned in the year guide or on the specific Bright Space page.
Materials
A rubric will be used for grading. The rubric will be available in the year guide on the course specific Bright Space page.
The assignment, developing a first proposal for his/her graduation project, will be assessed in two ways.
The course coordinator team will assess the assignment according to the format (downloadable from Brightspace), based on the
following criteria:
-Critical reflection skills on the positioning within the Urbanism research portfolio
-Academic writing and referencing
-Scientific and societal relevance
-Reflection on ethical issues
The proposed studio coordinator or main mentor will assess the assignment based on the following criteria:
-Clarity of motivation, problem (field) statement, aim of study, project approach
-In depth analysis and underpinning of the project/thesis proposal
-Appropriateness (of argumentation) for the proposed main mentor and studio
As this assignment is a start to build towards P1/P2, the grading will be done by a Fail, Repair, or Pass. If the student has to
repair, (s)he can resubmit the assignment before P2.
Period of Education Quarter 1 and quarter 3 (intensive first two weeks).
Concept Schedule The sessions are scheduled on Mondays and Thursdays / Friday mornings or afternoons.
Minimum number of For any course of the Master track of Urbanism the minimum number of participants is 15. However, we make an exception for
participants the MSc3 courses to prevent study delays.
participants
Page 1008 of 1045

x/x/x/x
Education Period 1
3
Start Education 1
3
Exam Period 1
3
Course Contents This course consists of series of intensives/workshops: the essential intensives, focus intensives and integrative intensives.
In the Graduation Orientation course students define their graduation topic, find a studio and 1st mentor. The studio choice
defines which essential intensive the student will join. In this essential intensive the essential topics for the specific studio are
addressed.
Together with their 1st mentor and studio coordinator students select which focus and/or integrative intensives are most fit for
their graduation project.
In the focus intensives students join the intensive which provides them a specific focus on their graduation topic and project; this
could be a specific skill, technique, approach or method.
In the integrative intensives students join the intensive which provides them an integrative approach of (a part of) their
graduation topic and project.
* is able to analyse the essential topics addressed by the specific studio, the specific focus addressed in the selected focus
intensive and the specific integrative approach addressed in the selected integrative intensive;
* is able to evaluate the essential topics addressed by the specific studio, the specific focus addressed in the selected focus
* is able to reflect on the essential topics addressed by the specific studio, the specific focus addressed in the selected focus
* is able to use the content of the intensives to create and polish his/her graduation project.
* shows social awareness and professional responsibility.
Education Method Intensives/workshops of 2 weeks each.

Combination of individual and group work
Materials
Assessment Writing assignment, oral examination plus for some intensives/workshops design examination.
Each intensive results in an assignment. The combination of and reflection on these assignments and the intensives results in a
final assignment which supports the more precise definition of the graduation project. The assignments together with the final
assignment result in 1 final grade.
Period of Education Quarter 1 and quarter 3, weeks 3-7
The MSc3 Urbanism courses AR3U105, AR3U110 and AR3U115 start both in September and February. The majority of
students starts the MSc3 in September. In February just one studio will be on offer, the number of available mentors will be
limited and the number intensives on offer in the Graduation Exploration course AR3U110 is reduced.
Concept Schedule The sessions might be scheduled on all day parts of the week.
The actual schedule will be available via Bright Space > My Timetable and the schedules for the intensives/workshops will be
available in the year guide or the course specific Bright Space page.
participants
Page 1009 of 1045

Instructor Dr. D.A. Sepulveda Carmona
Instructor V.E. Balz
Instructor A. Wandl
x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period 2
4
Summary The second year of the Master track Urbanism program consists of two semesters, Master 3 (30 credits) and Master 4 (30
credits), both dedicated to the graduation project.
This course is the first part of the graduation laboratory; students (individually) develop their graduation project.
Course Contents The second year of the Master track Urbanism program consists of two semesters, Master 3 (30 credits) and Master 4 (30
credits), both dedicated to the graduation project. These semesters give the student therefore a unique opportunity to do an in-
depth research and design project in the field of urbanism.
After getting to know the main Urbanism research topics and research questions, the student works in content-driven studios
with specialized researchers.
The studios provide activities for the students, such as lectures, peer review sessions, master classes dedicated to improve
students skills and lectures, symposiums and workshops organised by students themselves according to their own interests.
* is able to describe and map the problem field of his graduation work on the basis of a motive, fascination, or question (Problem
field);
* is able to define a relevant field of graduation objectives, concerning research questions and design tasks (Field of graduation
objectives);
* is able to define an approach, with specific methods, techniques and design instruments for the graduation work (design and
research), based on the results of the Master 3 AR3U013 course, which suits the objectives, the design task and the research
questions. (Approach);
* is able to present a consistent and adequately constructed theoretical framework for the graduation topic, based on the results of
the Master 3 course AR3U023 (Theoretical framework);
* is able to define and describe the project location and design task, together with an urban analysis, in line with the formulated
problem field (Design and research location);
* is able to define the in-between and end products appropriate for the aim of the graduation project (In-between and end
products);
* is able to put forward arguments on how the graduation work will provide a substantial contribution to society and science
(Relevance);
* is able to present a first concept or hypothesis, in which a first solution or direction for the design task or the main question is
embedded (Concept);
* is able to provide the agreed time frame with the formulated in-between and end products (Planning).
See the assessment criteria of the 'Graduation Criteria Urbanism P1/P2' of the master track of Urbanism.
Education Method In this quarter, and according to their topic of interest, students will be assigned to work in studios where they will work closely
with researchers specialized in their specific topic. Students will choose their first mentor from this studio, and a second mentor
from a different section.
Literature and Study Mandatory and recommended literature will be mentioned in the year guide, on the course specific Bright Space page and by the
Materials studio coordinator and mentors.
Assessment The assessment is imbedded in the 'Graduation Regulations' of the Faculty of Architecture, Urbanism and Building Sciences.
In this course the project is evaluated two times:

* at the first Evaluation: Compulsory Progress Review (P1)
* at the second Evaluation: Formal Assessment (P2)
A rubric (EMMA) will be used for grading.

Special Information On set conditions, Urbanism students have the possibility to carry out their graduation project at a company. Students who wish
to do so are required to sign a standard internship agreement in advance, including a research proposal which has been approved
by the main mentor. Additional conditions and requirements are stipulated in the internship agreement (master) which can be
found in the year guide.
The final product of this course is the still growing thesis report, an integral product that the student has to deliver at the end of
Master 3, 1 week prior to the P2 presentation.
See the 'Graduation Regulations' of the Faculty of Architecture, Urbanism and Building Sciences and the assessment criteria of
the 'Graduation Criteria Urbanism P1/P2' of the Master track of Urbanism.
Period of Education Semester 1 and semester 2.
The MSc3 Urbanism courses start both in September and February. The majority of students starts the MSc3 in September. In
February just one studio will be on offer, the number of intensives will be reduced and the number of available mentors will be
limited.
Concept Schedule The sessions differ week by week. The important dates and deadlines are represented in the academic graduation calendar.
Page 1010 of 1045

participants
Page 1011 of 1045

Year 2022/2023
Transitional, not mandatory, course
Page 1012 of 1045

AR3U120 Graduation (P)repa(i)ration 5
x/x/x/x
Education Period 1
3
Start Education 1
3
Exam Period 1
3
Course Contents This course consists of series of intensives/workshops: the essential intensives, focus intensives and integrative intensives. The
intensives are available for students who started the MSc3 prior to 2021-2022 and were unable to gain the MSc3 EC.
In the essential intensive the essential topics for the specific studio are addressed.
Together with the MSc Urbanism coordinator and / or MSc 3&4 Urbanism coordinator students select which intensives are most
fit for their graduation project.
Materials
Period of Education Quarter 1 and quarter 3, weeks 3-7.
participants
Page 1013 of 1045

Year 2022/2023
MSc 4 Urbanism
Page 1014 of 1045

Instructor A. Wandl
x/x/x/x
Education Period 1
2
3
4
Start Education 1
2
3
4
Exam Period 1
2
3
4
Expected prior knowledge MSc1, 2 & 3 of the Master track Urbanism.
This course is the second part of the graduation laboratory; students continue (individually) developing their graduation project
that was approved at the end of the previous semester (GO for P2).
* is able to describe and carry out research in the field of urbanism and process the research results as well as use
drawings/maps/graphics as a means to research;
* is able to describe the problem field of the selected topic and translate it into a field of graduation objectives (and design task)
with associated research questions and research approach;
* is able to describe a clear theoretical framework which is appropriate for the selected topic;
* is able to carry out research by design in a methodological way focused on the research questions;
* is able to process the research results in the final report adequately: i.e. formulated and/or imagined by means of analytical
drawing(s);
* is able to use drawings / maps / graphics as a means to research;
* is able to define urban design methods, choices, aspects, effects and consequences by means of plan forms and design-
instruments;
* is able to define and visualised the own working method(s) and the (design) choices within the design process with sound
arguments;
* is able to define the spatial, functional, technical, and/or social aspects of the design adequately: clear, transparent and with a
proper justification;
* is able to use plan forms and design-instruments which suit his/her design task;
* is able to describe, imagined and justified the effects and consequences of the design proposal(s) with respect to the aimed
field;
* is able to draw conclusions and define recommendations;
* is able to evaluate the urban design and research aims in the conclusions;
* is able to indicate clearly and logically which research questions are answered and how that has been processed in the urban
design;
* is able to define clear, concrete, specific recommendations based on the results of the urban research and/or design;
* is able to specify for which questions is still additional (design) research necessary;
* is able to show an analytical capacity to present a complex matter in a brief and concise way;
* is able to describe the projects relevance, reflect on the products and present these;
* is able to describe clearly the innovative (scientific and/or social) insights of the graduation project in text and images and, if
necessary, concrete strategies and/or application possibilities for the field of the urbanism;
* is able to position the own graduation project with respect to the field of the urbanism, as well as other adjacent scientific
fields;
* is able to discuss and present the thesis products (urban design & research) and the process (design & research) in the form of
an epilogue or evaluation.
In short, the student has to show that he/she is able to deliver a project of professional quality and of academic level in line with
the end terms of the master track Urbanism.
Education Method In this semester students work individually, supervised by two mentors, within the frame of the studio and graduation lab of
Urbanism.
Meetings and lectures are less frequent than in the previous semester, the independency of the student is enlarged.
In this course the project is evaluated three more times:

* at the third Evaluation: Compulsory Progress Review (P3)
* at the fourth Evaluation: Formal Assessment (P4)
* at the final Evaluation: Public Final Presentation (P5)
Page 1015 of 1045

The final product of this course is an integral concise product that the student has to deliver at the end of Master 4, 1 week prior
to the P5 presentation.
See the 'Graduation Regulations' of the Faculty of Architecture, Urbanism and Building Sciences, the 'Exit Qualifications' of the
master Architecture, Urbanism and Building Sciences and the evaluation form 'Graduation Criteria Urbanism P3' and the
assessment criteria of the 'Graduation Criteria Urbanism P4/P5' of the Master track of Urbanism.
MSc3 starts in quarter 1 and 3.
The AR4U010 course starts automatically after successfully finishing the MSc3 with a GO at the P2 presentation.
participants
Page 1016 of 1045

Year 2022/2023
Page 1017 of 1045

Year 2022/2023
Page 1018 of 1045

Instructor Dr. L.M. Calabrese
Instructor Ir. K.P.M. Aalbers
Contact Hours / Week 8 hours per week in week 1 and 2 and 4 hours per week starting in week 3 ending in week 9.
x/x/x/x
Education Period 1
3
Start Education 1
3
Exam Period 1
3
Summary Within this Graduation Orientation course, students will connect their graduation project research to the main research questions
of the (cross-cutting) themes of the Urbanism research programme.
Course Contents Within the Graduation Orientation course, students are asked to develop a first, preliminary proposal for their graduation project
and to propose their studio of preference and their 1st and 2nd mentor of preference. Students will be connected to our Urbanism
graduation studios based on their individual proposal. Students will be asked to critically reflect on the variety of urbanism
research themes and to position their intended graduation project within.
* develop a first proposal for his/her graduation project;
* develop an overview of the different research themes in the department of Urbanism, and is able to state his/her own position
within;
* provide clear arguments of the connection between his/her own graduation topic, the Urbanism research program, and the
preferred graduation studio(s);
* communicate his/her first proposal for his/her graduation project in an academic way;
* demonstrate skills of researching and academic writing.
Education Method Seminars and interactive peer-feedback (and expert-reflection) sessions.
Materials
The assignment, developing a first proposal for his/her graduation project, will be assessed in two ways.
The course coordinator team will assess the assignment according to the format (downloadable from Brightspace), based on the
following criteria:
-Critical reflection skills on the positioning within the Urbanism research portfolio
-Academic writing and referencing
-Scientific and societal relevance
-Reflection on ethical issues
The proposed studio coordinator or main mentor will assess the assignment based on the following criteria:
-Clarity of motivation, problem (field) statement, aim of study, project approach
-In depth analysis and underpinning of the project/thesis proposal
-Appropriateness (of argumentation) for the proposed main mentor and studio
As this assignment is a start to build towards P1/P2, the grading will be done by a Fail, Repair, or Pass. If the student has to
repair, (s)he can resubmit the assignment before P2.
Period of Education Quarter 1 and quarter 3 (intensive first two weeks).
Concept Schedule The sessions are scheduled on Mondays and Thursdays / Friday mornings or afternoons.
participants
Page 1019 of 1045

x/x/x/x
Education Period 1
3
Start Education 1
3
Exam Period 1
3
Course Contents This course consists of series of intensives/workshops: the essential intensives, focus intensives and integrative intensives.
In the Graduation Orientation course students define their graduation topic, find a studio and 1st mentor. The studio choice
defines which essential intensive the student will join. In this essential intensive the essential topics for the specific studio are
addressed.
Together with their 1st mentor and studio coordinator students select which focus and/or integrative intensives are most fit for
their graduation project.

Combination of individual and group work
Materials
Period of Education Quarter 1 and quarter 3, weeks 3-7
participants
Page 1020 of 1045

Instructor A. Wandl
x/x/x/x
Education Period 2
4
Start Education 2
4
Exam Period 2
4
After getting to know the main Urbanism research topics and research questions, the student works in content-driven studios
with specialized researchers.
The studios provide activities for the students, such as lectures, peer review sessions, master classes dedicated to improve
students skills and lectures, symposiums and workshops organised by students themselves according to their own interests.
* is able to describe and map the problem field of his graduation work on the basis of a motive, fascination, or question (Problem
field);
* is able to define a relevant field of graduation objectives, concerning research questions and design tasks (Field of graduation
objectives);
* is able to define an approach, with specific methods, techniques and design instruments for the graduation work (design and
research), based on the results of the Master 3 AR3U013 course, which suits the objectives, the design task and the research
questions. (Approach);
* is able to present a consistent and adequately constructed theoretical framework for the graduation topic, based on the results of
the Master 3 course AR3U023 (Theoretical framework);
* is able to define and describe the project location and design task, together with an urban analysis, in line with the formulated
problem field (Design and research location);
* is able to define the in-between and end products appropriate for the aim of the graduation project (In-between and end
products);
* is able to put forward arguments on how the graduation work will provide a substantial contribution to society and science
(Relevance);
* is able to present a first concept or hypothesis, in which a first solution or direction for the design task or the main question is
embedded (Concept);
* is able to provide the agreed time frame with the formulated in-between and end products (Planning).
See the assessment criteria of the 'Graduation Criteria Urbanism P1/P2' of the master track of Urbanism.
Education Method In this quarter, and according to their topic of interest, students will be assigned to work in studios where they will work closely
with researchers specialized in their specific topic. Students will choose their first mentor from this studio, and a second mentor
from a different section.
In this course the project is evaluated two times:

* at the first Evaluation: Compulsory Progress Review (P1)
* at the second Evaluation: Formal Assessment (P2)

The final product of this course is the still growing thesis report, an integral product that the student has to deliver at the end of
Master 3, 1 week prior to the P2 presentation.
See the 'Graduation Regulations' of the Faculty of Architecture, Urbanism and Building Sciences and the assessment criteria of
the 'Graduation Criteria Urbanism P1/P2' of the Master track of Urbanism.
The MSc3 Urbanism courses start both in September and February. The majority of students starts the MSc3 in September. In
February just one studio will be on offer, the number of intensives will be reduced and the number of available mentors will be
limited.
Page 1021 of 1045

participants
Page 1022 of 1045

Year 2022/2023
Page 1023 of 1045

Instructor A. Wandl
x/x/x/x
Education Period 1
2
3
4
Start Education 1
2
3
4
Exam Period 1
2
3
4
Expected prior knowledge MSc1, 2 & 3 of the Master track Urbanism.
* is able to describe and carry out research in the field of urbanism and process the research results as well as use
drawings/maps/graphics as a means to research;
* is able to describe the problem field of the selected topic and translate it into a field of graduation objectives (and design task)
with associated research questions and research approach;
* is able to describe a clear theoretical framework which is appropriate for the selected topic;
* is able to carry out research by design in a methodological way focused on the research questions;
* is able to process the research results in the final report adequately: i.e. formulated and/or imagined by means of analytical
drawing(s);
* is able to use drawings / maps / graphics as a means to research;
* is able to define urban design methods, choices, aspects, effects and consequences by means of plan forms and design-
instruments;
* is able to define and visualised the own working method(s) and the (design) choices within the design process with sound
arguments;
* is able to define the spatial, functional, technical, and/or social aspects of the design adequately: clear, transparent and with a
proper justification;
* is able to use plan forms and design-instruments which suit his/her design task;
* is able to describe, imagined and justified the effects and consequences of the design proposal(s) with respect to the aimed
field;
* is able to draw conclusions and define recommendations;
* is able to evaluate the urban design and research aims in the conclusions;
* is able to indicate clearly and logically which research questions are answered and how that has been processed in the urban
design;
* is able to define clear, concrete, specific recommendations based on the results of the urban research and/or design;
* is able to specify for which questions is still additional (design) research necessary;
* is able to show an analytical capacity to present a complex matter in a brief and concise way;
* is able to describe the projects relevance, reflect on the products and present these;
* is able to describe clearly the innovative (scientific and/or social) insights of the graduation project in text and images and, if
necessary, concrete strategies and/or application possibilities for the field of the urbanism;
* is able to position the own graduation project with respect to the field of the urbanism, as well as other adjacent scientific
fields;
* is able to discuss and present the thesis products (urban design & research) and the process (design & research) in the form of
an epilogue or evaluation.
In short, the student has to show that he/she is able to deliver a project of professional quality and of academic level in line with
the end terms of the master track Urbanism.
Education Method In this semester students work individually, supervised by two mentors, within the frame of the studio and graduation lab of
Urbanism.
Meetings and lectures are less frequent than in the previous semester, the independency of the student is enlarged.
In this course the project is evaluated three more times:

* at the third Evaluation: Compulsory Progress Review (P3)
* at the fourth Evaluation: Formal Assessment (P4)
* at the final Evaluation: Public Final Presentation (P5)
Page 1024 of 1045

The final product of this course is an integral concise product that the student has to deliver at the end of Master 4, 1 week prior
to the P5 presentation.
See the 'Graduation Regulations' of the Faculty of Architecture, Urbanism and Building Sciences, the 'Exit Qualifications' of the
master Architecture, Urbanism and Building Sciences and the evaluation form 'Graduation Criteria Urbanism P3' and the
assessment criteria of the 'Graduation Criteria Urbanism P4/P5' of the Master track of Urbanism.
MSc3 starts in quarter 1 and 3.
The AR4U010 course starts automatically after successfully finishing the MSc3 with a GO at the P2 presentation.
participants
Page 1025 of 1045

Ir. K.P.M. Aalbers
Unit Bouwkunde
Department Environmental Technology and Design
Telephone +31 15 27 88560
Room 08.BG.West.600
Unit Bouwkunde
Department Environmental Design
Telephone +31 15 27 88560
Room 08.BG.West.600
Ir. F. Adema
Unit Bouwkunde
Department Architectural Technology
Telephone +31 15 27 88933
Dr. G. Agugiaro
Unit Bouwkunde
Department Urban Data Science
Telephone +31 15 27 85153
Room 08.01.West.550
A.S. Alkan
Unit Bouwkunde
Department Theory & Territories
Telephone +31 15 27 84123
Room 08.01.Oost.430
N.J. Amorim Mota

Unit Bouwkunde
Department Form, Space & Type
Telephone +31 15 27 88419
Ir. F.M. van Andel

Unit Bouwkunde
Telephone +31 15 27 86095
Room 08.01.Oost.700
Dr. C. Andriotis
Dr. M.H. Arkesteijn

Unit Bouwkunde
Department Real Estate Management
Telephone +31 15 27 88427
J. Arpa Fernandez
Unit Bouwkunde
Department The Why Factory
Telephone +31 15 27 86024
Prof.ir. M.F. Asselbergs

Unit Bouwkunde
Dr. S. Asut
Unit Bouwkunde
Department Digital Technologies
Telephone +31 15 27 81129
Room 08.01.West.110
Page 1026 of 1045

Dr. N.N. Awan
Dr. D.C. Baciu

Department History & Complexity
Telephone +31 15 27 81750
Dr.ir. J.H. Baggen

Unit Civiele Techniek & Geowetensch
Department Transport and Planning
Telephone +31 15 27 84813
Room 23.HG 4.25
Unit Techniek, Bestuur & Management

Department Transport en Logistiek
Telephone +31 15 27 84813
Room 23.HG 4.25
Ir. D. Baggerman
Department Praktijkdocenten / AE+T
V.E. Balz
Unit Bouwkunde
Department Ruimtelijke Planning en Strategie
Telephone +31 15 27 87923
Room 08.BG.West.170
J.P. Benavides Lavalle

Department Berlage
Ir. H.A. van Bennekom

Unit Bouwkunde
Telephone +31 15 27 82401
Room 08.01.Oost.700
Ir. A.C. Bergsma

Unit Bouwkunde
Telephone +31 15 27 81846
M.F. Berkers
H.H. Bier
Unit Bouwkunde
Telephone +31 15 27 84148
Room 08.01WEST110
Dipl.-Ing. M. Bilow
Unit Bouwkunde
Telephone +31 15 27 85294
Room 08.01.West.130
T. Blom
Department Environmental & Climate Design
Prof.dr.ir. P.M. Bluyssen

Unit Bouwkunde
Page 1027 of 1045

Telephone +31 15 27 81502
Dr.ir. I. Bobbink
Unit Bouwkunde
Department Landschapsarchitectuur
Telephone +31 15 27 81884
Room 08.BG.West.760
Prof.dr. P.J. Boelhouwer

Unit Bouwkunde
Telephone +31 15 27 81908
Room 08.BG+.West.610
Dr.ir. A.C. Boerstra

Dr. R.M.J. Bokel

Unit Bouwkunde
Telephone +31 15 27 88124
Room 08.01WEST110
Dr.ing. G.A. van Bortel

Unit Bouwkunde
Telephone +31 15 27 82195
Room 08.01.West.700
Dr. H.J.F.M. Boumeester

Unit Bouwkunde
Telephone +31 15 27 87671
Room 08.01.West.800
Dr.ir. G. Bracken
Unit Bouwkunde
Telephone +31 15 27 84419
Room 08.00OOST410
Dr. E. Brembilla
Room 08.01+.West.040
Ir. S. Broersma
Unit Bouwkunde
Telephone +31 15 27 87926
Room 08.01WEST130
Ir. M.P.A. Brouwer

Prof.dr. E.M. van Bueren

Unit Bouwkunde
Department Management in the Built Environment
Telephone +31 15 27 84515
Room 08.01.West.700
Ir. H.J. Bultstra

Page 1028 of 1045

Dr. L.M. Calabrese
Unit Bouwkunde
Department Urban Design
Telephone +31 15 27 88874
Ir. C.M. Calis

Telephone +31 15 27 84491
Room 08.01OOST700
Unit Bouwkunde
Telephone +31 15 27 84491
Room 08.01OOST700
Dr. D. Cannatella
Unit Bouwkunde
Dr. O. Caso
Unit Bouwkunde
Telephone +31 15 27 81565
Room 08.01OOST700
Dr.ir. B. Cattoor
Unit Bouwkunde
Telephone +31 15 27 83774
Room 08.BG.West.030
Dr.ir. R. Cavallo
Unit Bouwkunde
Telephone +31 15 27 85352
Prof.dr. P.W.C. Chan

Department Design & Construction Management
Telephone +31 15 27 89339
Y. Chen
Unit Bouwkunde
Department Urban Development Management
Telephone +31 15 27 81272
Dr. L. Cipriani
S. Corbo
G. Coumans
Unit Bouwkunde
Telephone +31 15 27 84903
Room 08.BG.Zuid.080
D.K. Czischke
Unit Bouwkunde
Telephone +31 15 27 82716
Page 1029 of 1045

Dr.ir. T.A. Daamen
Unit Bouwkunde
Telephone +31 15 27 87725
Room 08.01.West.620
Dr. M.M. Dabrowski

Unit Bouwkunde
Telephone +31 15 27 83763
Room 08.BG.West.110
H.E. Dale
Department Methods & Matter
Ir. A.M.F. van Dam

Unit Bouwkunde
Telephone +31 15 27 85295
Room 08.01OOST700
S. De Vocht
Prof.dr.ir. A.A.J.F. van den Dobbelsteen

Unit Bouwkunde
Telephone +31 15 27 83563
Ir. E.J.G.C. van Dooren

Unit Bouwkunde
Telephone +31 15 27 81064
Dr.ir. M.J. van Dorst

Unit Bouwkunde
Department Urban Studies
Telephone +31 15 27 88564
Room 08.BG.West.640
Ir. M. van Driel

Ir. S. Du
Dr. A. Ersoy
Unit Bouwkunde
M.M.E. van Esch

Unit Bouwkunde
Telephone +31 15 27 83384
Room 08.BG.West.600
S.E. Frausto
Unit Bouwkunde
Department Berlage
Telephone +31 15 27 88308
Prof.ir. D.E. van Gameren

Unit Bouwkunde
Page 1030 of 1045

Department Bouwkunde
Telephone +31 15 27 81725
Room 08.BG.oost 010
C. Garcia Sanchez
Unit Bouwkunde
Telephone +31 15 27 82495
Room 08.BG.West.010
Ir. F. Geerts
Unit Bouwkunde
Telephone +31 15 27 83754
Room 08.01OOST700
Ir. M.G.J. van Gelderen

Unit Bouwkunde
Department Praktijkdocenten / A
Ir. E.H.M. Geurts

Telephone +31 15 27 81912
Dr.ir. L.J.J.H.M. Gommans

Unit Bouwkunde
Telephone +31 15 27 87802
Room 08.01WEST130
Dr.ir. R.A. Gorny

Room 08.01.Oost.410

Room 08.01.Oost.410
J. Gosseye
Telephone +31 15 27 81755
Room 08.01OOST700
Ir. F.J. Gouwetor

Unit Bouwkunde
Ir. E.H. Gramsbergen

Unit Bouwkunde
Telephone +31 15 27 85889
Room 08.01OOST700
V. Grossman
Telephone +31 15 27 81719
Prof.dr.ir. V.H. Gruis

Unit Bouwkunde
Telephone +31 15 27 84992
Room 08.01.West.800
Page 1031 of 1045

Ir. M.J. de Haas
Unit Bouwkunde
Telephone +31 15 27 84481
Room 08.01OOST700
Ir. E.R. van den Ham

Unit Bouwkunde
Telephone +31 15 27 87267
J.M.K.K. Hanna
Unit Bouwkunde
Dr. B.L. Hansen

Dr.ir. M.G.A.D. Harteveld

Unit Bouwkunde
Telephone +31 15 27 84164
Room 08.BG.West.150
B. Hausleitner
Unit Bouwkunde
Telephone +31 15 27 89766
Room 08.BG.West.170
Prof.dr.ir. K.M. Havik

Unit Bouwkunde
Telephone +31 15 27 89018
E.W.M. Hehenkamp
Prof.dr.ing. C.M. Hein

Unit Bouwkunde
Telephone +31 15 27 87196
Room 08.01+.Oost.760
Dr. J.L. Heintz

Unit Bouwkunde
Telephone +31 15 27 87949
Room 08.01.West.600
Prof.dr.ir. M.H. Hermans

Unit Bouwkunde
Telephone +31 15 27 81652
Ir. A.W. Hermkens

Unit Bouwkunde
Department Heritage & Architecture
Telephone +31 15 27 87719
Room 08.01WEST130
Page 1032 of 1045

Dr.ir. E.W.T.M. Heurkens
Unit Bouwkunde
Telephone +31 15 27 81319
Room 08.01.West.700
Dr.ir. D. van den Heuvel

Unit Bouwkunde
Telephone +31 15 27 85098
mr. F.A.M. Hobma

Unit Bouwkunde
Telephone +31 15 27 83170
Dr. J.S.C.M. Hoekstra

Unit Bouwkunde
Telephone +31 15 27 87562
Room 08.01.West.520
Dr.ir. M.J. Hoekstra

Unit Bouwkunde
Telephone +31 15 27 88195
Room 08.BG.Oost.150
Ir. J.J.J.G. Hoogenboom

Unit Bouwkunde
Dr. F.L. Hooimeijer

Unit Bouwkunde
Telephone +31 15 27 89638
Dr. H. Hou
N. Ibrahimli
Dr. O. Ioannou
Dr. L.C.M. Itard

Unit Bouwkunde
Telephone +31 15 27 86341
Room 08.01WEST540
Ir. C.J. Janssen

Unit Bouwkunde
Telephone +31 15 27 81589
Ir. P.H.M. Jennen

Unit Bouwkunde
Telephone +31 15 27 87445
Page 1033 of 1045

mr.dr. P. Jong
Unit Bouwkunde
Telephone +31 15 27 83405
Ir. W. de Jonge
Unit Bouwkunde
Dr.ir. B.M. Jurgenhake

Unit Bouwkunde
Telephone +31 15 27 84139
Room 08.01OOST700
T.E. Jylhä
Unit Bouwkunde
Telephone +31 15 27 86327
Prof.ir. C.H.C.F. Kaan

Department Architectuur
Telephone +31 15 27 86723
Room 08.01OOST700
N. Katsikis
H.P. Kiksen
Unit Bouwkunde
Telephone +31 15 27 87118
Room 08.01WEST110
Dr.ir. T. Klein
Unit Bouwkunde
Telephone +31 15 27 83098
Dr. R.J. Kleinhans

Unit Bouwkunde
Telephone +31 15 27 86117
Room 08.BG.West.730
Ir. O. Klijn
Unit Bouwkunde
Telephone +31 15 27 81504
Room 08.01OOST700
Prof.dr.ing. U. Knaack
Telephone +31 15 27 88566
Room 08.01WEST110
Dr. A.M. Kockelkorn

Page 1034 of 1045

T. Konstantinou
Unit Bouwkunde
Telephone +31 15 27 85421
Room 08.01WEST130
Dr.ir. J.S.J. Koolwijk

Unit Bouwkunde
Telephone +31 15 27 89579
Room 08.01.West.700
Ir. F.W.A. Koopman

Unit Bouwkunde
Telephone +31 15 27 84133
Room 08.01WEST130
P.A. Koorstra
Unit Bouwkunde
Telephone +31 15 27 84408
Room 08.00ZUID080
mr.dr. E. Korthals Altes

Unit Bouwkunde
Room 08.01OOST700
Prof.dr. W.K. Korthals Altes

Unit Bouwkunde
Telephone +31 15 27 85099
Room 08.01.West.740
Ir.arch. G. Koskamp
Unit Bouwkunde
Telephone +31 15 27 85980
Dr.ir. S. Kousoulas
Unit Bouwkunde
Dr.ir. A. Koutamanis
Unit Bouwkunde
Telephone +31 15 27 84957
Room 08.01.West.290
Ir. J.A. Kuijper

Unit Bouwkunde
Telephone +31 15 27 84857
Room 08.01.Oost.430
Ir. P.A.M. Kuitenbrouwer

Unit Bouwkunde
Telephone +31 15 27 85257
Room 08.01.Oost.760
Page 1035 of 1045

T.W. Kupers
Unit Bouwkunde
T. Kuzniecow Bacchin
Unit Bouwkunde
Telephone +31 15 27 87081
Dr. R.J. Lee

Telephone +31 15 27 81753
S. Lee
Unit Bouwkunde
Telephone +31 15 27 89033
Room 08.01OOST700
mr. C.A. León Sánchez

Ir. J.P.M. van Lierop

L. te Loo
Unit Bouwkunde
Telephone +31 15 27 84466
Dr.ir. L.H.M.J. Lousberg

Telephone +31 15 27 83049
Unit Bouwkunde
Telephone +31 15 27 83049
Dr. E. Louw
Unit Bouwkunde
Telephone +31 15 27 87592
Room 08.01.West.740
Dr. B. Lubelli
Unit Bouwkunde
Telephone +31 15 27 81004
Room 08.01.West.020
Prof.ir. E.A.J. Luiten

Unit Bouwkunde
Telephone +31 15 27 84083
Room 08.BG.West.170
Prof.ir. W.G.M. Maas

Telephone +31 15 27 87869
Room 08.00WEST250
Page 1036 of 1045

Ir. S.S. Mandias
Unit Bouwkunde
Telephone +31 15 27 83285
Room 08.01.Oost.350
Dr. C.L. Martin

Unit Bouwkunde
Telephone +31 15 27 81543
M. Mateljan
Ir. A.M.R. van der Meij

Dr. A. Meijer
Unit Bouwkunde
Telephone +31 15 27 85658
Dr.ir. B.M. Meijers

Unit Bouwkunde
Telephone +31 15 27 85642
Room 08.BG.West.010
Ir. W.L.E.C. Meijers

Unit Bouwkunde
Telephone +31 15 27 87737
Room 08.01.West.130
J.A. Mejia Hernandez

Unit Bouwkunde
Telephone +31 15 27 87134
S. Milani
Unit Bouwkunde
Telephone +31 15 27 85168
Ir. H.A.F. Mooij

Unit Bouwkunde
Telephone +31 15 27 82111
V. Muñoz Sanz
Room 08.BG.West.170
S. Naldini
Unit Bouwkunde
Telephone +31 15 27 87741
Room 08.01WEST130
Page 1037 of 1045

Dr. L. Nan
Unit Bouwkunde
Telephone +31 15 27 84189
Room 08.BG.West.550
Dr. I. Nevzgodin
Unit Bouwkunde
Telephone +31 15 27 87742
Room 08.01WEST130
Dr. C.E.L. Newton

Telephone +31 15 27 81209
Room 08.BG.West.150
Ir. S. Nijenhuis
Prof.dr.ing. S. Nijhuis
Unit Bouwkunde
Telephone +31 15 27 85569
mr. J.D. O'Callaghan

F. Oikonomopoulou
Unit Bouwkunde
Telephone +31 15 27 85835
Prof.dr.ir. P.J.M. van Oosterom

Unit Bouwkunde
Telephone +31 15 27 86950
Room 08.01.West.120
R. Ordonhas Viseu Cardoso

Unit Bouwkunde
Telephone +31 15 27 81121
Room 08.BG.West.130
Dr. M. Overend
G. Pardo Redondo
Department Heritage & Technology
Room 08.01.West.020
Ir. R.R.J. van de Pas

Unit Bouwkunde
Telephone +31 15 27 84531
Page 1038 of 1045

D.P. Peck
Unit Bouwkunde
Telephone +31 15 27 84895
Room 32.B-3-150
Dr. D. Peng
A. Petrovi
Telephone +31 15 27 82087
Room 08.BG.West.700
D. Piccinini
Unit Bouwkunde
Telephone +31 15 27 82945
Room 08.BG.West.170
Ir. S. Pietsch
Unit Bouwkunde
Telephone +31 15 27 89080
M. Pimlott
Unit Bouwkunde
Telephone +31 15 27 82129
mr.dr. H.D. Ploeger

Unit Bouwkunde
Telephone +31 15 27 82557
Room 08.BG.West.660
D. Pohl
Prof.dr.ing. U. Pottgiesser
Unit Bouwkunde
Ir. P.S. van der Putt

Unit Bouwkunde
Telephone +31 15 27 86935
Room 08.01OOST700
K. Qian
Unit Bouwkunde
Telephone +31 15 27 81055
W.J. Quist
Unit Bouwkunde
Telephone +31 15 27 88496
Room 08.01.West.010
Dr.ir. A. Radman
Unit Bouwkunde
Telephone +31 15 27 87837
Page 1039 of 1045

Room 08.00OOST410
Dr. A. Rafiee
A.B.O. Ravon
Unit Bouwkunde
Telephone +31 15 27 84457
Room 08.BG.West.250
Dr. L.G.A.J. Reinders

Unit Bouwkunde
Telephone +31 15 27 83783
Dr. H.T. Remoy

Unit Bouwkunde
Telephone +31 15 27 81335
Room 08.01.West.700
A. de Ridder
Ir. A.C. de Ridder
Unit Bouwkunde
Telephone +31 15 27 81076
Room 08.01WEST130
R.C. Rocco de Campos Pereira

Unit Bouwkunde
Telephone +31 15 27 83917
Room 08.BG.West.130
Prof.dr. A.R. Roders

Unit Bouwkunde
Telephone +31 15 27 87847
O.R.G. Rommens
Unit Bouwkunde
Telephone +31 15 27 87773
Room 08.01OOST700
Ir. E.I. Ronner

Dr.ir. R.M. Rooij

Unit Bouwkunde
Telephone +31 15 27 84166
Room 08.BG.West.150
Ir. J. Roos
Prof. D.J. Rosbottom
Unit Bouwkunde
Telephone +31 15 27 83692
Room 08.01.Oost.700
Page 1040 of 1045

P. de Ruiter
Unit Bouwkunde
Telephone +31 15 27 89314
Room 08.01WEST130
Dr. R.J. Rutte

Unit Bouwkunde
Room 08.01OOST700
N. Sanaan Bensi
Room 08.01.Oost.430
Prof.dr.ir. I.S. Sariyildiz

Unit Bouwkunde
Telephone +31 15 27 85997
Ir. F.R. Schnater

Unit Bouwkunde
Telephone +31 15 27 84180
Dr.ir. M.G.H. Schoonderbeek

Unit Bouwkunde
Telephone +31 15 27 84210
Room 08.01OOST700
Drs.ir. E.P.N. Schreurs

Unit Bouwkunde
Telephone +31 15 27 87391
Ir. R. Schroën
Unit Bouwkunde
Telephone +31 15 27 84363
Dr. D.A. Sepulveda Carmona

Unit Bouwkunde
Telephone +31 15 27 87919
Room 08.BG.West.170
Dr. A. Sioli
Telephone +31 15 27 84762
H. Smidihen
Unit Bouwkunde
Telephone +31 15 27 87528
Ir. M.J. Smit

Unit Bouwkunde
Telephone +31 15 27 85882
Page 1041 of 1045

Dr.ir. J.E.P. Smits
Unit Bouwkunde
Telephone +31 15 27 88673
Dr.ir. H. Sohn
Unit Bouwkunde
Telephone +31 15 27 87873
Room 08.00OOST410
D.H.G. Somers
Unit Bouwkunde
Telephone +31 15 27 89070
Dr.ir. M. Spaans
Unit Bouwkunde
Telephone +31 15 27 82987
Dr.ir. S.C. van der Spek

Unit Bouwkunde
Telephone +31 15 27 89860
Ir. L.G.K. Spoormans

Unit Bouwkunde
Telephone +31 15 27 82381
A. Stanii
Unit Bouwkunde
Ir. S. Steenbruggen
Unit Bouwkunde
Telephone +31 15 27 84302
Room 08.01OOST700
Dr.ir. A. Straub
Unit Bouwkunde
Telephone +31 15 27 82769
Y. Söylev
Ir. P.G. Teeuw

Unit Bouwkunde
Telephone +31 15 27 84128
Room 08.01WEST130
Dr.ir. M.J. Tenpierik

Unit Bouwkunde
Telephone +31 15 27 84411
Room 08.01WEST130
Page 1042 of 1045

Dr. A.R. Thomas
Unit Bouwkunde
Telephone +31 15 27 87767
Dr. M.T.A. van Thoor

Unit Bouwkunde
Telephone +31 15 27 83996
Room 08.01WEST130
Dr.ir. N.M.J.D. Tillie

Unit Bouwkunde
Telephone +31 15 27 81627
Room 08.BG.West.170
M. Triggianese
M. Triggianese
Unit Bouwkunde
Telephone +31 15 27 87468
M. Turrin
Unit Bouwkunde
Telephone +31 15 27 82390
Room 08.01.West.120
K.B.J. Van den Berghe

Unit Bouwkunde
Telephone +31 15 27 85261
Ir. H.J.M. Vande Putte

Unit Bouwkunde
Telephone +31 15 27 83056
Dr.ir. F.A. Veer

Unit Bouwkunde
Telephone +31 15 27 81358
Room 26.B2.070
J.R.T. van der Velde

Unit Bouwkunde
Telephone +31 15 27 87902
Dr. W.J. Verheul

Unit Bouwkunde
Telephone +31 15 27 81955
Room 08.01.West.700
Prof.ir. P.E.L.J.C. Vermeulen

Unit Bouwkunde
Telephone +31 15 27 85447
Room 08.01.Oost.700
Page 1043 of 1045

Dr.ir. G.A. Verschuure-Stuip
Unit Bouwkunde
Telephone +31 15 27 84082
Room 08.BG.West.760
Ir. M.G. Vink

M.G. Vink
Unit Bouwkunde
Telephone +31 15 27 89561
Dr. T.G. Vrachliotis

Telephone +31 15 27 81718
Prof.ir. N.A. de Vries

Unit Bouwkunde
Telephone +31 15 27 89963
Room 08.01.Oost.760
Dr. C. Wagenaar
Unit Bouwkunde
Telephone +31 15 27 84191
Room 08.01.Oost.700
Prof.dr.ir. J.W.F. Wamelink

Unit Techniek, Bestuur & Management
Telephone +31 15 27 82130
Room 08.01.West.600
A. Wandl
Unit Bouwkunde
Telephone +31 15 27 89763
Room 08.BG.West.600
Dr. T. Wang
Telephone +31 15 27 89356
Ing. R.J.G. van Warmerdam

Unit Bouwkunde
Telephone +31 15 27 83881
Drs. C.A. van Wijk

Telephone +31 15 27 88797
Room 08.01OOST700
Unit Bouwkunde
Telephone +31 15 27 88797
Room 08.01OOST700
Ir. W. Willers
Unit Bouwkunde
Page 1044 of 1045

Telephone +31 15 27 87780
Room 08.01WEST130
Ir. W.W.L.M. Wilms Floet

Unit Bouwkunde
Telephone +31 15 27 89310
Room 08.01OOST700
Ir. L.M.M. de Wit

Unit Bouwkunde
Telephone +31 15 27 82118
Dr.ir. S.I. de Wit

Unit Bouwkunde
Telephone +31 15 27 83058
Room 08.BG.West.760
Ir. H.W. de Wolff

Unit Bouwkunde
Telephone +31 15 27 83668
Room 08.01.West.740
W.C. Yung
Telephone +31 15 27 82647
Unit Bouwkunde
Telephone +31 15 27 82647
Ir. J.M. van Zalingen

Dr. J.S. Zeinstra

Unit Bouwkunde
Telephone +31 15 27 82123
Room 08.01OOST700
Y. Zhang
Unit Bouwkunde
Telephone +31 15 27 85057
Dr.ir. H. Zijlstra
Unit Bouwkunde
Telephone +31 15 27 82982
Dr.ir. S. Zijlstra
Unit Bouwkunde
Telephone +31 15 27 87350
Room 08.01.West.790
Page 1045 of 1045

Master Aubs en

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Master Aubs en

Uploaded by

Copyright:

Available Formats

Program overview

Code Omschrijving ECTS p1 p2 p3 p4 p5

MSc 1 Architecture & Dwelling

The final grade is determined by the constituent grades as follows:

Starting Course MSc1

AR2AT041 (Architecture and Philosophy) - recommended elective MSc2

weeks 3.1, 3.3, 3.5 - Lectures

week 3.10 - Thesis Essay due

MSc 2 Design Projects

The team is organized on disciplines:

The course is structured in 3 phases:

Sustainable design (whole team)

Architectural Design (specialist)

Computational Design (specialist)

Façade/envelope design (specialist)

Structural Design (specialist)

Specified for this course:

Specified for this course:

AR0143 Sustainability project - design and elaboration 15

Specified for this course; the student is able to:

Education Method The course's learning activities comprise:

Education Method studio work

And, the student:

Assessment of studio work:

For more information about our previous studios, please visit:

AR0194 Bucky Lab A 15

Specified for this course: the student

AR0682 Heritage and Architecture Design Studio: Research and 15

Specific for this course, the student is able to

The project will be assessed on:

Education starts week 4.1, final presentation week 4.10

The project will be assessed on:

PHASE 1_Fieldwork / Contextual Research (Group work)

Writing assignment: Logbook (Individual Work)

AR2AI011 Interiors Buildings Cities MSc2 Design Project 15

The project will be assessed on the basis of the following aspects:

However, it is internally articulated into two collaborating phases.

Final marks will consider:

Affinity with architecture theory is desirable, but not required.

The student will be able to:

midterm presentations (analysis: research, argument and conceptualization)

Chair of Theory of Architecture and Digital Culture:

Period of Education Quarter 4 (spring semester)

More specifically, the assessment criteria for individual work are:

Mid-term (week 4.4-4.5) and final review (week 4.10).

Design studio format, lectures and workshops.

The project will be assessed on:

Study Goals Upon completion of the course, students can:

MSc 3 and 4 Architecture and Dwelling

Compulsory Choice MSc 3 and 4

Advanced Housing Design

Evaluation 1 (P1) - Compulsory progress review

Students will receive marks at the P5 for the following aspects;

Designing for Care

The main topics of the Studio:

The maximum marking period is 10 working days.

The studio is not available for MSc 2 students.

Leerstoel Form & Modelling Studies

Course Code AR1FO010

Starting Course MSc1

AR2AT041 (Architecture and Philosophy) - recommended elective MSc2

weeks 3.1, 3.3, 3.5 - Lectures

week 3.10 - Thesis Essay due