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Achieving Zero Energy Building Design

Architecture & the circular economy, building envelope, upcoming live courses, public health’s role in improving healthy built environments.

With substantial research demonstrating the connection between the environment and public health outcomes, it is imperative that we identify and pursue opportunities within our communities that promote health, address disparities, and improve well-being. While many of these factors—transportation, land use planning, housing, parks, and economic development—are outside the public health field’s direct control, the Tennessee Department of Health has still established itself as a national leader in improving public health, safety, and welfare through investments in its built environment. In this presentation, you’ll gain an overview of the Tennessee Department of Health’s successes—led by the Office of Primary Prevention— including the significance of regional healthy development coordinators, the Healthy Built Environments Grant program, and cross-agency, multi-disciplinary partnerships. Hosted by the Academy of Architecture for Health (AAH) .

Esports: Designing the New Arena

Thursday, May 23, 2024 | 2pm ET

Esports, or electronic sports, is a rapidly growing form of sports competition using video games. This emerging sports gaming market needs venues to have unique spatial requirements to serve the needs of the players and spectators. While a traditional sports stadium is the closest equivalent, a copy/paste approach will not hit the mark—presenting designers with a new and exciting challenge: Designing a new arena. 

Get an overview of the current state of the esports market. Learn what types of spaces are currently being used in esports venues. Explore the unique creative opportunities that can be mined in this emerging building typology. Moderated by Luanne Carleton and presented by ​Simon Hoffiz of Nelson Worldwide​.

Hosted by the  Retail and Entertainment Knowledge Community (REKC) .

Safety Assessment Program (SAP) Evaluator Training 2024 | June 26-27

Intended for licensed architects, engineers, or certified building inspectors, this training certifies attendees as Building Evaluators in the nationally recognized Safety Assessment Program (SAP) .

• June 26-27, 2024  | 12 - 4pm ET 
• To register  | Click  Add to cart  and complete the checkout process.
• Evaluator Field Manuals   |   ATC 45   |   ATC 20  |   Participants are responsible for purchasing these texts from ATC. They are not included in the course cost .

The program is managed by Cal OES with cooperation from professional organizations, including AIA. It utilizes volunteers and mutual aid resources to provide professional engineers, architects and certified building inspectors to assist local governments in safety evaluation of their built environment in an aftermath of a disaster. SAP is the training standard of the AIA Disaster Assistance Program , which provides leadership, advocacy, and training to architects who are interested in volunteering their professional skills in times of crisis. This workshop will teach participants to conduct rapid damage assessments of structures affected by earthquakes, wind, and water. Upon completion of this course, participants will be able to consistently and safely assess structures for habitability and will receive a nationally recognized Cal OES registration ID card from the state of California.

Economic Update: Q3 2024 ABI Insights

Wednesday, July 24, 2024 | 2pm ET

Join AIA Chief Economist Kermit Baker, Hon. AIA, and AIA President Kimberly Dowdell, AIA, NOMAC, for our quarterly conversation about the AIA/Deltek Architecture Billings Index (ABI) . The ABI is a leading monthly economic indicator that uses proprietary AIA data to predict nonresidential construction activity 9–12 months ahead. Get ahead of emerging challenges and opportunities and inform your strategic planning with key insights into the industry’s latest economic data and trends.

This free live course is brought to you through a partnership with Oldcastle BuildingEnvelope . By registering for this course, you grant AIA permission to share your name and email address with Oldcastle BuildingEnvelope. 

Economic Updates: ABI Insights

Economic update: q1 2024 abi insights, economic update: q2 2024 abi insights, economic update: q4 2024 abi insights, bundle and save, ada course bundle, sustainable design bundle, new on demand courses.

This free course is brought to you through a partnership with  Oldcastle BuildingEnvelope . By registering for this course, you grant AIA permission to share your name and email address with Oldcastle BuildingEnvelope. 

Course expires: 08/25/2024

Accessory Dwelling Units: A Solution to Housing Inequity

Discover how alternative living solutions can integrate sustainable and equitable design goals into new and existing single-family communities in urban, suburban, and rural regions. Explore examples of the challenges and benefits of building accessory dwelling units (ADUs), tiny homes, and pre-fabrication homes, and how they serve as a possible solution to nationwide housing problems.  

Developed in partnership with the Custom Residential Architects Network (CRAN®) . 

Course expires 2/3/2027

Operating Room Design: Collaborations Between Academics and Professional Practice Using an Evidence-Based Design Process

As health systems increasingly focus on leveraging the facility design process to improve patient outcomes and improve staff workflow, multidisciplinary design teams comprising architects, constructors, researchers, and operators are relying on current research to inform facility design decisions.  Clemson University has engaged with health systems and architecture firms as part of a multi-year federally funded patient safety learning lab to design a safer and more ergonomic operating room. This work represents the most comprehensive evidence based on OR design and has resulted in an OR prototype that has been implemented in multiple health systems. This webinar shares how Clemson University has collaborated with health systems and design professionals to develop concepts for flexible and safe operating room layouts.  This course will present an overview of the research process and how findings were implemented in real-world settings at the Medical University of South Carolina and the Emory Musculoskeletal Institute.   Presented in collaboration with  Academy of Architecture for Health (AAH) .

This program was recorded live on March 12, 2024.

Course expires 02/03/2027

Metamorphosis of Service Delivery Inside Hospital Planning: Logistics Automation Using Robotics & AI

Owners and planners are seeking innovative ways to transform service delivery to address worldwide challenges such as declining birth rates, geopolitical issues, employee safety, and natural disasters. We will specifically address the five Ds (Dirty, Dull, Dangerous, Difficult and Dear) as key qualifiers to consider logistics automation. In this session, we will discuss a variety of decision factors such as feasibility, practicality, safety considerations, space requirements, & engineering considerations for various automation alternatives within different operating environments. Business case evaluation being one of the first steps in understanding the overall decision factors that will help all parties involved understand how it impacts their function. This seminar will go over the overall evaluation process including information gathering, user input, cultural and operational factors. Part of our case studies will involve presentation of empirical data driving the decision process. Considering and implementing logistics automation presents challenges in project planning, space programming and regulatory compliance. We will present practical solutions that have been tried and tested in Healthcare Facilities Planning arena. Hosted by the Academy of Architecture for Health (AAH) .

Course expires 10/24/2026

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The BFA Architectural Design (BFA AD) program at Parsons combines comprehensive education in design methodology, coursework to develop creativity, and training in the material, spatial, and making practices of architecture and urban design.

As a program housed in a school that offers an accredited MArch degree, BFA AD prepares students for a pathway to licensure in the state of New York. Many students choose to pursue graduate study in architecture, some through Parsons’ 4+2 program, which enables undergraduate students to take graduate courses in their senior year and shortens the typical three-year MArch course of study to two years.  

Program Highlights

Thinking through making.

Learn architectural design methods for exploring and investigating the ways people interact with space and the cultural factors influencing design.

Environmental Perspectives

Develop an understanding of sustainable and resilience-fostering methods of design and regenerative construction aimed at a systematic remaking of the built environment.

Interdisciplinary Collaboration

Work alongside students in related programs such as Interior, Product, and Lighting Design and engage in cross-disciplinary collaborative work in a range of elective courses. 

Real-World Insights

Study with leading professionals and scholars in the field and within a diverse student community. Engage with partners within and outside the university. 

• Degree Bachelor of Fine Arts (BFA)
• Format Full-time, on campus
• Credits 120
• Duration 4 years
• Other program status STEM-designated

The BFA Architectural Design (BFA AD) program begins with Parsons’ interdisciplinary First Year, in which students are introduced to creative and critical ways of making and thinking while developing an in-depth understanding of the systems, structures, complexities, and contexts of design. Following the First Year, Architectural Design students spend three years in the BFA AD program while continuing to take courses offered at Parsons and other schools of The New School.  

Explore the curriculum

Career Paths

Graduates of the BFA Architectural Design pursue careers and advanced education in architecture, landscape architecture, environmental art, and urban, exhibition, and interior design. Some students continue their study in Parsons’ Master of Architecture , with the opportunity to complete the MArch in only two additional years of study.  

Discover what our students, alumni, and faculty are doing in NYC and worldwide.

Parsons faculty represent a broad range of expertise and are acknowledged as leading practitioners and scholars in their fields.

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Beyond the Classroom

Internships

New York City’s thriving creative industry and cultural institutions are part of your Parsons education. Our Career Services Office is deeply connected to the art and design industries and can help you advance your career with industry-oriented internships.

Industry Engagement

Connect to the organizations, businesses, and entrepreneurs driving global creativity and commerce. In classes, internships, and extracurricular projects, you gain marketable problem-solving skills in sectors ranging from government and nonprofits to tech and creative industries.

Study Abroad

Enrich your learning and prepare for work in global contexts with study abroad that exposes you to new perspectives and settings in which to apply your creativity. Our study abroad destinations include, Paris, London, Florence, and more.

Making & Academic Resources

Enjoy access to extensive resources including New School libraries, computer labs, archives, and studios, along with Parsons’ state-of-the-art Making Center, facilities offering a broad array of tools to support your creative and academic growth.

Related Programs

Undergraduate.

Explore sample opportunities to create an interdisciplinary path of study around this major:

• Environmental Studies (Minor)
• Sustainable Cities (Minor)
• Temporary Environments (Minor)
• BA/BFA Dual Degree
• Architecture (MArch)
• Interior Design (MFA)
• Lighting Design (MFA)

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To apply to any of our undergraduate programs (except the Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs) complete and submit the Common App online.

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To apply to any of our Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs, complete and submit the New School Online Application.

To apply to any of our Master's, Doctoral, Professional Studies Diploma, and Graduate Certificate programs, complete and submit the New School Online Application.

Master of Advanced Architectural Design

The Master of Advanced Architectural Design (MAAD) is a postgraduate, studio-based program that engages emerging methods of design and fabrication through architectural design to speculate upon future modes of architectural practice, enhanced construction methods, and material culture within the built environment.

Jeremy Ficca

Associate Professor, MAAD Track Chair & dFAB Lab Director

Program Overview

With a particular emphasis upon design, the four-semester program leverages the School of Architecture’s and Carnegie Mellon’s core strengths in design fabrication, architectural robotics, computational design, and ecological thinking as vehicles for knowledge acquisition and speculation.

The program focuses on the creation of new insights and new knowledge—or “research”—through the design process, or “research by design.”

The program seeks to probe the technical and cultural opportunities and implications of a data-rich future in which design methodologies, construction processes, and sustainable building life cycles are intrinsically interlaced.

The goal is consciously speculative and experimental work that is deeply enmeshed with social and environmental concerns, with explicit ties to humanistic and cultural discourses, industry, and contemporary practice. The faculty seek advanced-level projects that will position graduates as future thought leaders in architecture and allied fields relating to advanced fabrication, material performance, construction methodologies, or academia.

The MAAD program makes extensive use of the Design Fabrication Laboratory (dFAB)  in the School of Architecture. This cutting-edge digital fabrication facility includes a large-scale flexible space featuring two industrial robot arms capable of supporting subtractive, additive, and transformative processes at significant scale. The MAAD design studios and required courses make extensive use of this facility. 

Educational & Professional Qualifications

The MAAD program is intended for early- to mid-career professionals who already hold an architecture degree (B.A., B.S., B.Arch, M.Arch, or international equivalent).

Qualified candidates must demonstrate a familiarity with the proposed field of study and a high level of design ability.

Admitted candidates may apply for advanced standing based on previous coursework or professional experience, eliminating the first semester, and allowing them to begin studies in the spring term.

Program Details

Residency requirement.

The MAAD is a 2-year (4 semester) program with an option for advanced standing at 3 semesters. Students must complete a minimum residency requirement of three (3) academic semesters. Full-time status (minimum 36 units per semester) is required during the residency period.

Graduation Requirements 

In addition to the standard requirements for all graduate students in the School of Architecture, students in the MAAD program must satisfy the following:

Students are required to attend a Digital Fabrication Workshop in the week immediately preceding the start of the fall semester of their first year. These sessions will provide basic skills to utilize digital fabrication tools available in the school of architecture.

Students must complete a minimum of 165 units of coursework including a minimum of 63 units of elective coursework for graduation.

All course substitutions must be approved by the program Track Chair.

The MAAD curriculum offers the flexibility to craft a highly customized path of study rooted in design and research.

Advanced Synthesis Option Studios (ASOS) in the first year foreground an array of prescient topics and methodologies. A pro-seminar and pre-thesis seminar introduce contemporary discourse and modes of inquiry, while a diverse range of selective courses within the school of architecture along with elective courses offered across the university foster synthesis across knowledge domains. The fist year curriculum prepares students for one of the distinguishing features of the MAAD program: a year-long, independently determined but closely mentored design research project in the second year.  This capstone project leverages the power, creativity, and speculative nature of the design process to generate new knowledge, ideas, understanding, practices, or paradigms.

The extended time frame allows for adequate background research, extensive methods and tools preparation, and professional documentation of the process and results.

The ASO studios within the School of Architecture are comprised of students across studio programs, allowing students to forge relationships with students in other programs. Depending upon program enrollment and studio lotteries, ASO studios may include a blend of graduate and upper-level undergraduate B.Arch students.

View the MAAD Curriculum

Program Faculty

Joshua Bard

Associate Professor & Associate Head for Design Research

Daniel Cardoso Llach

Associate Professor & CD Track Chair

Dana Cupkova

Associate Professor & MSSD Track Chair

Kai Gutschow

Associate Professor & Associate Head for Design Ethics

Admissions Resources

Are you a current student looking for resources? Handbooks, procedures and other information can be found on the Student Resources page .

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12 Online Courses for Architects and Students

• Written by Eduardo Souza | Translated by Zoë Montano
• Published on January 20, 2019

Online courses have gained more and more recognition in the past couple of years. In addition to the flexibility and convenience of learning wherever and whenever you want, they provide access to content from well-respected professors and colleges. In the field of architecture and construction, online courses have grown exponentially. Last year, we compiled a list that focused mainly on constructive and material techniques. This time we selected 15 online courses covering a range of subjects. We hope this selection of courses can help you with your next project.

Zero-Energy Design: an approach to make your building sustainable

Created by: TU Delft Language: English Subject: "Reduction of energy consumption of buildings is an important step in the move towards a sustainable economy. How can buildings be made net zero energy, in different climates?."

Develop Parametric Architecture with Grasshopper

Created by: Stefan Boeykens Language: English Subject: "Learn to model freeform 3D with straight-forward example projects from real buildings, ready to apply in other projects."

Circular Economy for a Sustainable Built Environment

Created by: TU Delft Language: English Subject: "Learn how the principles of the Circular Economy can be applied to the built environment ranging from products and buildings to metropolitan and regional development strategies.."

Introduction to Kinetic Facades

Created by: EDS Global Language: English Subject: "A beginner's guide to climate responsive facades and design processes."

Home Automation For Beginners: Create Your Own Smart Home

Created by: Gerard ODriscoll Language: English Subject: "Learn How to Build Your Own Smart Home Automation System from scratch without getting confused or wasting money."

Fundamentals of Structural Analysis

Created by:  Dr. Seán Carroll Language:   English Subject:  "Get to grips with civil engineering structural analysis once and for all."

Introduction to Structural Steel Design

Created by: Adam Brittan Language: English Subject: "Learn the fundamental properties and design of Structural Steel."

Design of bridges: Concept, Modeling, Analysis, and Design

Created by: Ayman Kandeel Language: English Subject: "Learn the design concept of different types of bridges from one source."

Learn To Read Structural Drawings: From Zero To Hero

Created by: Gokul Saud Language: English Subject: "A full course On reading and comprehending Civil Engineering Structural Drawings."

The Art of Structures 1: Cables and Arches

Created by: Ecole Polytechnique Federale de Lausanne Language:  French &  English Subject:  "The course presents the principles of design and structures in cables and arches."

How a Building is Designed and Built (6 Part Series)

Created by: Matthew Morris Language: English Subject: "The lessons in the course have been developed to boil down years of on-the-job training into high-impact, bite-sized classes."

Sustainability in Architecture: An Interdisciplinary Introduction

Created by: TU Delft Language: English Subject: "This course introduces the basic elements and trends that define sustainability practices in Architecture today. It follows an interdisciplinary approach that includes performance assessment and urban policies. "

• Sustainability

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12个为建筑师和建筑学学生准备的网络课程

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Architecture Courses

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The Architectural Imagination

Learn fundamental principles of architecture — as an academic subject or a professional career — by studying some of history’s most important buildings.

Architecture Courses

To view current course offerings visit  Testudo ; for more detailed information on courses, please visit University of Maryland's  Undergraduate  and  Graduate  Course Catalogs.

ARCH 150 - Discovering Architecture (3 Credits) Introduction to architecture and design studio education. The course examines fundamental design principles and skills related to architecture. The design studio projects apply ideas and concepts introduced in lectures, readings and onsite visits. The design studio projects are both analytic and synthetic in nature. The explicit goals of the course are: To explore the discipline of architecture; To promote visual thinking and representational skills; To develop analytic design thinking skills; To learn some of the conventions of architectural representation; To enhance cultural awareness of architecture and design.

ARCH 170 - Design Thinking and Architecture (3 Credits) Examines conceptual, perceptual, behavioral, and technical aspects of the built environment, and methods of analysis, problem-solving, and design implementation.

ARCH 171 - Design Thinking and Making (3 Credits) Examines iterative design processes and critical thinking skills through active learning and design thinking methodologies to solve problems and apply design as a lens of inquiry and exploration. Students will understand Design Thinking through interactive and experiential learning.

ARCH 200- Design Media and Representation I (3 Credits) Study of architectural representation in physical and digital design media. Examine visual literacy and visual communications through applied drawing, modeling and visual making to explore the role of design media and representation in design and design thinking.

ARCH 201 - Elements and Principles of Architecture (1 Credits) Survey of fundamental elements and principles of architecture and architectural education. Frames study of architecture as a profession, discipline and critical practice.

ARCH 225 - History of World Architecture I (3 Credits) Pre-1500 World Architecture survey course - History of Architecture structured to develop critical thinking and visual literacy with regard to the worldwide legacy of design thinking and cultural production through architecture.

ARCH 226- History of World Architecture II (3 Credits) Post-1500 - World Architecture survey course - History of Architecture structured to develop critical thinking and visual literacy with regard to the legacy of design thinking and cultural production through architecture.

ARCH 270- Design in Practice (3 Credits) Case studies and hands-on design projects ranging in scale from a product to a building to give students insight into the process by which architects work both individually and collaboratively to put disciplinary knowledge and expertise into practice to shape our built environment.

A Fearless Ideas Course from the  Academy for Innovation & Entrepreneurship  (AIE). A General Education I-Series (SCIS) and Scholarship in Practice (DSSP) course. 

ARCH 271 - People, Planet, and Profit: Building Sustainable Places (3 Credits) An introduction to the four disciplines represented in the School: architecture and urban design, community planning, historic preservation, and real estate development, that work to create a more sustainable environment for the future to create a more sustainable environment for the future using our interpretation of the quadruple bottom line: socio-cultural, economic, environmental, and design sustainability. Students will be provided with an understanding of the fundamental scholarship and processes of each of these disciplines and examine the intersections between them. Additionally, they will learn by applying the approaches of the four disciplines through a series of field studies.

ARCH272 Sustainability at College Park (3 Credits) Explore the ways and the degrees to which University of Maryland, College Park campus master planning and operations incorporate principles of sustainability including smart growth, LEED and other building rating systems, higher education rating systems, sustainable agriculture and transportation planning. Among other subjects, students will learn about the Campus and the City of College Park and survey the relationship between local, national and global sustainability concerns. Students will learn about the University's Climate Action Plan and the roles, and extent to which, the UMD Office of Sustainability and other campus units are helping develop a carbon-neutral and resource-efficient campus infrastructure.

ARCH289 Independent Studies in Architectural Sustainability (1-4 Credits) Independent Studies in Architectural Sustainability. Proposed work must have a faculty sponsor and receive approval of the Architecture Program Curriculum Committee.

ARCH 300 - Design Media and Representation II (3 Credits) Study of architectural representation in physical and digital design media. Examine visual communications and speculative visual studies through applied drawing, modeling and making to explore expanded roles of representation in design and design thinking.

ARCH 386 - Experiential Learning (1 - 6 Credits) Learning experience tied to internship of specified duration with targeted learning outcomes.

ARCH 400 - Architecture Design Studio I (6 Credits) Introduction to architectural design with particular emphasis on conventions and principles of architecture, visual and verbal communication skills, formal analysis, design process, spatial composition, architectural promenade, basic program distribution, and elementary constructional and environmental responses.

ARCH 401 - Architecture Design Studio II (6 Credits) Continuation of ARCH 400 with introduction to building typology, urban and contextual issues, design of the vertical surface, and architectural interiors.

ARCH 402 - Architecture Design Studio III (6 Credits) Architectural design studio with emphasis on building and facade typologies, the development of architectural promenade and sequence, public and/or civic infill buildings dependent upon the architectural promenade, and urban housing types of varying densities. The architect's obligations to urban context are explored in many dimensions including historical, typological, and physical.

ARCH 403 - Architecture Design Studio IV (6 Credits) Investigations into the relationship between the man-made and the natural world including introductory issues of assembly and material value. Design of the site and the building are combined into an integral process delimiting and probing the boundaries of each and exploring their reciprocal relationship. The architect's obligations to the natural and urban contexts are explored in many dimensions including historical, typological, environmental, and physical.

ARCH 404 - Graduate Architecture Design Studio I (6 Credits) Introduction to architectural design with particular emphasis on conventions and principles of architecture , visual and verbal communication skills, formal analysis, design process, spatial composition, architectural promenade, basic program distribution, and elementary constructional and environmental responses.

ARCH 405 - Graduate Architecture Design Studio II (6) Architectural design studio with emphasis on building and facade typologies, the development of architectural promenade and sequence, public and/or civic infill buildings dependent upon the architectural promenade, and urban housing types of varying densities. The architect's obligations to urban context are explored in many dimensions including historical, typological, and physical. 

ARCH 406 - Graduate Architectural Design Studio III (6 Credits) Investigations into the relationship between the man-made and the natural world including introductory issues of assembly and material value. Design of the site and the building are combined into an integral process delimiting and probing the boundaries of each and exploring their reciprocal relationship. The architect's obligations to the natural and urban contexts are explored in many dimensions including historical, typological, environmental, and physical.

ARCH 407 - Graduate Architecture Design IV (6 Credits) Studio problems and theories concentrating on urbanism and urban design techniques. Issues and sites range from high-density urban in-fill to suburban and greenfield development in American and other contexts. Studio theories explore such topics as Contextualism, Neo-Traditional design, Transit Oriented Development, density, sustainable development, building typology, and street design.

ARCH 408 - Special Topics - Architecture Design Studio (6 Credits) Design Studio course to examine topical problems in architecture and urban design.

ARCH 420 - History of American Architecture (3 Credits) American architecture from the late 17th to the 21st century.

ARCH423 – History of Roman Architecture Survey of Roman architecture from 500 B.C. To A.D. 325.

ARCH 425 - History of World Architecture I (3 Credits) Pre-1500 World Architecture survey course - History of Architecture structured to develop critical thinking and visually literacy with regard to the worldwide legacy of design thinking and cultural production through architecture. Structured to nurture critical thinking and visually literacy with regard to the worldwide legacy of architecture. The work in the course will involve the evaluation of sources and arguments in reading architectural history. Architecture will be framed relative to ways of thinking, religious beliefs, cultural heritage, and cultural values.

ARCH 426 - History of World Architecture II (3 Credits) Post-1500 - History of Architecture survey course - History of Architecture structured to develop critical thinking and visually literacy with regard to the worldwide legacy of design thinking and building innovation in architecture. Structured to nurture critical thinking and visually literacy with regard to the worldwide legacy of architecture. The work in the course will involve the evaluation of sources and arguments in reading architectural history. Architecture will be framed relative to ways of thinking, religious beliefs, cultural heritage, and cultural values.

ARCH 427 - Theories of Architecture (3 Credits) Survey of architectural theories - theories of architectural design, representation and urban design from antiquity to the present day.

ARCH 428C - Selected Topics in Architectural History; City Beautiful Architecture and Urbanism in USA (3 Credits) This course covers the period following the World’s Columbian Exhibition of 1893 up to WW II.  The architecture and urbanism of this period represented a zenith of the Beaux Arts philosophy of design represented most cogently by the McMillan Plan for Washington, DC (1902) and its many antecedents across the United States. 

ARCH 428F - Selected Topics in Architectural History; History of Modern Architecture This course will focus the so-called heroic period of modern architecture stretching from the later 19th century to the period just after World War II. The course will cover the major historical events that precipitated the evolution of modernism and review the theories that influenced its development. Significant to the discussion will be the basis for architecture in the 19th century and how those theories, insights and built projects came to influence the first generation of the so-called “moderns”. Also important will be parallel developments in allied arts, such as painting, and the impact of the industrial revolution. Subject matter will range from smaller scales such as furniture and painting to interiors, buildings, housing and urban design. Area focus will be primarily through the work of individual architects and those that comprise significant, articulated movements, such as the Beaux-Arts, Futurism, Cubism, Purism, deStijl and the Bauhaus. The course will deal primarily with the evidence of modernism in projects and built form, the ideas that brought them about, and secondarily with the social, economic, and political contexts under which these places and projects have been shaped.

ARCH428E - Selected Topics in Architectural History; Global Renaissance Restriction: permission of department. The course 'Global Renaissance' explores the architecture and urban cultures that flourished under the wide-reaching concept of the Renaissance, during the period ranging from 1450 to 1700. The Renaissance is a term that we usually associate to northern Italy, where it originated. However, the phenomenon of the Renaissance coincided with an age of global exploration, commerce, trade, and colonialism, all of which expanded the ideas of the Renaissance to every corner of Europe, the Mediterranean, the New World, and beyond. During the course we will work with UMD s MITH (Maryland Institute for Technology in the Humanities), to create a digital humanities platform (a web page) in which we will showcase the work you will produce throughout the course. The main characteristic of the digital humanities is to employ technological tools to present humanities subjects under new light. In this case, the work will take the form of 3-D architectural models, use of GIS tools, image editing, or other digital-technological tools to produce a public pedagogical resource about the Global Renaissance.

ARCH428N - Selected Topics in Architectural History; Medieval Architecture Medieval Europe and the Mediterranean produced a unique building culture in which design was flexible and deeply grounded in the act of construction. In this class, we will trace the diversity of Byzantine, Islamic, Romanesque and Gothic architecture through select case studies. Students will learn to unravel buildings in terms of phases of construction, relate each phase to a different social or political context, and describe the structural technologies that medieval masons rightly flaunted.

ARCH428T - Selected Topics in Architectural History; American Building Typologies Examines key public, institutional, commercial, and residential building types since the founding of the nation to 1980. Such an approach to American architecture facilitates in-depth studies of like-purposed buildings, focusing on function and design through time. Categories could include state capitals, jails and prisons, places of worship, libraries, art academies and cultural institutions, railroad stations, banks, stores and so on. Students gain additional perspective by examining the buildings' historical, cultural, and social contexts.

ARCH 430 - Measuring Sustainability in Architecture (3 Credits) Studies metrics of sustainability as included in rating standards, including LEED. All students will take the LEED GA test.

ARCH 443 - Visual Communication For Architects (3 Credits) Investigation of the relationship between drawing from life and architectural drawing, the conventions of architectural drawing and the role of architectural drawing as a means to develop, communicate, and generate architectural ideas.

ARCH 445 - Visual Analysis of Architecture (3) Study of visual principles of architectural and urban precedents through graphic analysis. Exercises include on-site observation, documentation, and analysis. Focuses on the development of an architect's sketchbook as a tool for life-long learning.

ARCH448M - Selected Topics in Visual Studies in Architecture; Applied Model Making Introduces students to best practices in creating architectural models. Precedent buildings serve as the introductory basis for this three-dimensional physical model-making course. Students will have exposure to a wide range of materials, equipment, and model-making techniques including manual tools, proper machine use, incremental design, and project planning.

ARCH 458 Selected Topics in Urban Design (3 Credits) Selected Topics in Urban Design

ARCH 460 Site Analysis and Design (3 Credits) Principles and methods of site analysis; the influence of natural and man-made site factors on site design and architectural form.

ARCH 462 - Methods & Materials of Building Construction (3 Credits) Building Construction methods and materials are examined through case studies to explore the means and techniques applied to the material execution of buildings and BIM. Focus on an understanding of the organization of the design and construction process and awareness of building and zoning codes, material systems and types.

ARCH 463 - Sustainable Systems in Architecture (3 Credits) Sustainable systems in architecture examines the nature of the global problem, environmental economics, understanding the local environment, bioclimatic design, solar control and shading, solar access zoning, residential scale energy design issues, commercial scale energy design issues and urban scale energy design issues.

ARCH 464 - Architectural Structures I (3 Credits) This course covers the basic principles of architectural structures, including the influence of geometric, sectional, and material properties related to flexure and shear in beam and framed systems; vector mechanics with application to analysis of trusses, catenaries, and arches; diagrammatic analysis of beams for bending moment, shear, and deflection as well as the study of structural framing systems for vertical and lateral loads.

ARCH 465 - Architectural Structures II (3 Credits) The basic principles of elastic behavior for different materials such as wood, steel, concrete, and composite materials and compares the properties and applications of materials generally will be covered. It investigates cross sectional stress and strain behavior in flexure and in shear, and torsion as well as the stability of beams and columns. The qualitative behavior of combined stresses and fracture in materials is also covered.

ARCH 466 - Environmental Systems in Architecture (3 Credits) Environmental systems in architecture presents the theory, quantification, and architectural design implications for heating ventilating and air conditioning, water and waste, fire protection, electricity, illumination, acoustics, and vertical transportation.

ARCH 467 - Integrated Project Delivery (3 Credits) Integrated Project Delivery is examined from design to implementation through an exploration of building construction, architectural design, and construction management perspectives.

ARCH468G - Selected Topics in Architecture; Building Craft & The Architectural Detail A graduate level seminar / elective course that explores the issues of building craft and the architectural detail as they relate to contemporary architectural production.

ARCH468K - Selected Topics in Architecture; The Entrepreneurial Architect Cross-listed with ARCH668K. Credit only granted for ARCH468K or ARCH668K.

ARCH468N - Selected Topics in Architecture; Architecture and the Forest Aesthetic Architecture and the Forest Aesthetic is an advanced seminar that focuses on the contemporary theory and rich history of biotechnologies. We will discuss how the harvest and production of construction materials on an industrial scale can be designed to support healthy buildings and careful stewardship of landscapes and ecosystems in the temperate forest climate zone. The term project will involve hands-on learning and scientific trials. Students will have the opportunity to work in UMD’s architecture and engineering fabrication labs to experiment with biomaterials like woodcrete, low-carbon concrete, lime stabilized earth, and bambcore structural panels. Students will learn advanced fabrication software that aids in life cycle assessment, carbon accounting, scaled production, and application of these materials in building construction.

ARCH468P - Selected Topics in Architecture; Resume and Portfolio Design Cross-listed with ARCH668P. Credit only granted for ARCH468P or ARCH668P.

ARCH 470 - Computer Applications in Architecture (3 Credits) Introduction to computer utilization, with emphasis on architectural applications.

ARCH 472 - Building Information Modeling Communication and Collaboration (3 Credits) Building Information Modeling is explored as pertains to collaboration and communication in the design and construction of buildings and building systems. Practical and empirical learning using BIM software and case studies of real world projects and construction scenarios.

ARCH478L - Selected Topics in Architecture; Architecture and Disaster Response in Historic Cities Ecology studies the dynamic, mutually-beneficial relationships between living organisms and their environment. Design thinking is a non-linear, iterative process used to explore and solve challenging problems. Drawing from both disciplines, this course considers the relationship of people to the living world, confronts humankind’s contributions to the current ecological crisis and applies design thinking to consider restorative, regenerative pathways.

ARCH478O - Selected Topics in Architecture; Three-Dimensional Digital Documentation: Using Laser-based Measurement Systems This course focuses on the fundamentals of documenting components of the built environment and the landscapes in which they are located. It focuses on the use of lasers to calculate 3-D measurements at various scales, from objects, to buildings, and landscapes. It will cover data management and archiving, field documentation processes, and post-processing of scan point clouds. This includes the production of deliverables for clients or project partners, such as plans, elevations, orthoimagery, and cleaned exported point clouds in formats that are compatible with Autodesk software and other CAD or rendering software platforms. This course is intended for students working in fields that rely on accurately documenting components of the built environment in three dimension, including architects, engineers, preservationists, archaeologists, or digital designers.

ARCH478T - Selected Topics in Architecture; Ecological Design Thinking No course description provided.

ARCH478U - Selected Topics in Architecture; The Black Experience & The American Built Environment This course will explore the historical and contemporary relationships between the American Black Population and the design, planning, land policy and use of American land.

ARCH478Z - Selected Topics in Architecture; Environmental Psychology Focuses on the role of design in human behavior, exploring people-place relationships centered on human physical, physiological, psychological, sociological, and intellectual responses to elements of the built environment.

ARCH 600- Integrated Design Studio V (6 Credits) Integrated and comprehensive building and site design. Course content bridges the gap between design and technology, between practice and education, in a studio setting. Explorations include the integration of conceptual and technical aspects of architectural form and assembly, highlighting the ways in which multiple layers of a building design are developed, coordinated and resolved.

ARCH 601 - Topical Design Studio VI (6 Credits) Topical architectural design studio with concentration on advanced topical inquiry addressing but not limited to: architectural competitions, sustainable design, theoretical/conceptual issues, programmatic, contextual, and/or technical issues.

ARCH 611 - Advanced Architecture Technology Seminar (3 Credits) Technology in design of buildings. Application of technological issues in building design; integration of technology in architecture; technology as a form determinant in architecture; other conceptual and philosophical issues related to the application of technology in the design, construction, and use of buildings.

ARCH628C - Selected Topics in Architectural History; History of Structure and Construction Structure is a basic condition of architecture. Without some structural understanding, we would either build with no assurance of stability or safety, or we would create less dynamic dwellings out of fear. Since the dawn of civilization, building cultures throughout the world have mastered structure using different techniques, as well as methods of predicting structural behavior. Some cultures even found that studying structure held the key to architectural design. Structural study helped architects find forms that were beautiful in their efficiency, or it could lead them to a visual language of structural metaphors. That is what this course is about: the history of structure-driven design.

ARCH628E - Selected Topics in Architectural History; Global Renaissance The course 'Global Renaissance' explores the architecture and urban cultures that flourished under the wide-reaching concept of the Renaissance, during the period ranging from 1450 to 1700. The Renaissance is a term that we usually associate to northern Italy, where it originated. However, the phenomenon of the Renaissance coincided with an age of global exploration, commerce, trade, and colonialism, all of which expanded the ideas of the Renaissance to every corner of Europe, the Mediterranean, the New World, and beyond. During the course we will work with UMD s MITH (Maryland Institute for Technology in the Humanities), to create a digital humanities platform (a web page) in which we will showcase the work you will produce throughout the course. The main characteristic of the digital humanities is to employ technological tools to present humanities subjects under new light. In this case, the work will take the form of 3-D architectural models, use of GIS tools, image editing, or other digital-technological tools to produce a public pedagogical resource about the Global Renaissance.

ARCH628U - Selected Topics in Architectural History; A survey of the history of Latin American Architecture and Urbanism in Context This course delves into these issues and presents Latin American architecture and urbanism in context, involving and discussing the European and North American precedents that, in many cases, informed Latin American architectural and urban developments.

ARCH628N - Selected Topics in Architectural History; Medieval Architecture Medieval Europe and the Mediterranean produced a unique building culture in which design was flexible and deeply grounded in the act of construction. In this class, we will trace the diversity of Byzantine, Islamic, Romanesque and Gothic architecture through select case studies. Students will learn to unravel buildings in terms of phases of construction, relate each phase to a different social or political context, and describe the structural technologies that medieval masons rightly flaunted.

ARCH628T - Selected Topics in Architectural History; American Building Typologies Examines key public, institutional, commercial, and residential building types since the founding of the nation to 1980. Such an approach to American architecture facilitates in-depth studies of like-purposed buildings, focusing on function and design through time. Categories could include state capitals, jails and prisons, places of worship, libraries, art academies and cultural institutions, railroad stations, banks, stores and so on. Students gain additional perspective by examining the buildings' historical, cultural, and social contexts.

ARCH 629 - Graduate Independent Studies in Architectural History (1 - 4 Credits) Content varies, students work with faculty advisor to create coursework.

ARCH 635 - Seminar in the History of Modern Architecture (3 Credits) Advanced investigation of historical problems in modern architecture.

ARCH 654 - Urban Development and Design Theory (3 Credits) Advanced investigation into the history, and practice of urban design, planning, and development.

ARCH 655 - Urban Design Seminar (3 Credits) Advanced investigation into problems of analysis and evaluation of the design of urban areas, spaces, and complexes with emphasis on physical and social considerations; effects of public policies through case studies. Field observations.

ARCH668G- Advanced Selected Topics in Architecture; Building Craft & The Architectural Detail No course description provided.

ARCH668K- Advanced Selected Topics in Architecture; The Entrepreneurial Architect Cross-listed with ARCH468K. Credit only granted for ARCH468K or ARCH668K.

ARCH668N - Advanced Selected Topics in Architecture; Architecture and the Forest Aesthetic No course description provided.

ARCH668P - Advanced Selected Topics in Architecture; Resume and Portfolio Design Cross-listed with ARCH468P. Credit only granted for ARCH468P or ARCH668P.

ARCH678O - Advanced Selected Topics in Architecture; Three-Dimensional Digital Documentation: Using Laser-based Measurement Systems This course focuses on the fundamentals of documenting components of the built environment and the landscapes in which they are located. It focuses on the use of lasers to calculate 3-D measurements at various scales, from objects, to buildings, and landscapes. It will cover data management and archiving, field documentation processes, and post-processing of scan point clouds. This includes the production of deliverables for clients or project partners, such as plans, elevations, orthoimagery, and cleaned exported point clouds in formats that are compatible with Autodesk software and other CAD or rendering software platforms. This course is intended for students working in fields that rely on accurately documenting components of the built environment in three dimension, including architects, engineers, preservationists, archaeologists, or digital designers.

ARCH 678T - Advanced Selected Topics in Architecture; Ecological Design Thinking (3 Credits) Themes and topics of this course draw from the etymology and definition of the word “ecology,” which contains aspects of house, relationships, the living environment, and systems. Design thinking is itself systems thinking—in which many variables and scales, requirements and ideas are interrelated in a coherent whole. We study big-picture concepts and frameworks as well as cutting-edge applications, while exploring ways to be effective change agents.

ARCH678U - Advanced Selected Topics in Architecture; The Black Experience & The American Built Environment This course will explore the historical and contemporary relationships between the American Black Population and the design, planning, land policy and use of American land.

ARCH678Z - Advanced Selected Topics in Architecture; Environmental Psychology Focuses on the role of design in human behavior, exploring people-place relationships centered on human physical, physiological, psychological, sociological, and intellectual responses to elements of the built environment.

ARCH 679 - Advanced Independent Studies in Architecture; Independent Study in Architecture (1 - 4 Credits) Content varies, students work with faculty advisor to create coursework.

ARCH 700 - Urban Design Studio VII (6 Credits) Studio problems and theories concentrating on urbanism and urban design techniques. Issues and sites range from high density urban in-fill to suburban and greenfield development in American and other contexts. Studio theories explore such topics as Contextualism, Neo-Traditional design, Transit-Oriented Development, density, sustainable development building typology, and street design.

ARCH 770 - Professional Practice of Architecture (3 Credits) Project management, organizational, legal, economic and ethical aspects of architecture.

ARCH 797 - Thesis Proseminar (3 Credits) Directed research and preparation of thesis program. 

ARCH 798 - Thesis in Architecture (3 Credits) Complements the research of ARCH 799, with presentation of the design research to student's thesis committee.

ARCH 799 - Masters Thesis Research (1 - 6 Credits) Development of master's thesis.

First-time registrants for ARCH 799 must take 6 credit hours.  Should a thesis extend into an additional term, students must register for 1 credit hour of coursework.

BA in Architectural Design

The Bachelor of Arts in Architectural Design / Pre-professional is an undergraduate degree program that prepares candidates for admission with advanced standing to most professional architecture graduate programs. It is also good preparation for other roles that benefit from an understanding of and exposure to architectural design and problem solving such as government, development, management, planning, art, graphic design, and digital arts.

Applicants are admitted into the program in their junior year after completing two years of coursework and undergoing a competitive admissions process in the spring of sophomore year. During Years Three and Four, the coursework provides students with a firm foundation in the historical, theoretical, technological, and environmental forces that influence architectural design. Architectural design studios provide students with the opportunity to synthesize their knowledge and skills through design projects undertaken in the creative space of the architectural studio.

The prerequisite classes students must take for admission into the program include:

ARCH 200: Architectural Design and Representation I (AU) ARCH 201: Architectural Design and Representation II (WI) ARCH 350: Architecture of the Ancient World (AU) ARCH 351: Architecture of the Medieval and Early Modern World (WI) ARCH 352: History of Modern Architecture (SP)

For application guidelines and materials, see  Admissions .

The Architecture Department also offers a dual degree program leading to a BA in Architectural Design and BS in Construction Management. Visit here for more information.

All interested University of Washington students are welcome to participate in the ARCH courses listed above. Pre-architecture majors should seek advising through the UW UAA Advising Center to ensure their prerequisite courses are being met. For more information or to speak to the undergraduate pre-major advisor please contact:

Undergraduate Academic Affairs Advising 141 Mary Gates Hall (206) 543-2550 [email protected]

This program consists of two 2-year sequences. During Years One and Two students complete coursework including 19 credits of architectural prerequisites and 71 credits satisfying the  UW’s General Education Requirements . These include coursework in the visual, literary and performing arts, math, science, the social sciences, and other knowledge areas. In the first two years, students build their skills in visual literacy, visual and verbal communication, and critical thinking; they also gain broad exposure to allied disciplines in the built environment in order to make more informed academic and career decisions, and to provide the broad academic foundation essential to successful study in architecture.

Download a PDF of the BA Arch Design curriculum template .

• Personalise your journey
• Contact QUT Contact QUT

Bachelor of Architectural Design

Start your journey to becoming an architect with Queensland’s most in-demand architecture degree*. You’ll be taught by real-world architects working in the field, and complete up to 100 hours in a real architecture practice.

Guide to entry thresholds

• Gardens Point
• 3 years full-time
• 6 years part-time

These thresholds are the lowest adjusted scores to which QUT made an offer in Semester 1, 2024.

Hands-on learning

'While exploring other architecture programs, I found they didn't prioritise hands-on learning. The Bachelor of Architectural Design at QUT allowed me to enhance my skills in fabrication studios and workshops, providing valuable one-on-one interaction with mentors and ample opportunities for feedback. The course nurtured my creative development, enabling me to express creativity throughout each assessment.'

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Set yourself apart

‘I chose to study at QUT for its renowned architecture program, known for delivering a quality education and establishing strong industry connections. The university's comprehensive curriculum, hands-on learning approach, and design studios appealed to me, offering a well-rounded educational experience. QUT's partnerships with prominent architectural firms provide valuable networking opportunities and practical exposure.’

Form your network

‘The highlight of studying my undergraduate course was forming a strong network of like-minded individuals, who I will continue to collaborate with throughout my career. I now work in a highly collaborative team of three women, who deliver high quality architecture for residential and commercial clients within Brisbane and surrounds. I love the client engagement process and providing the best design solutions possible.’

Professional experience while you study

'QUT was my first choice when choosing where I wanted to pursue architecture, mainly due to the difference in learning style compared to other universities. QUT offered me more hands-on and practical learning suited to my learning style, and helped me transition into the industry workforce as an architectural assistant upon graduating. The highlight of my study was being surrounded by high-level working professionals and creative students in a highly collaborative environment.'

Real-world design units

'My favourite part of my architecture course is our design units that we take each semester. In each of these units you are given a design brief from a client where you have to design something from scratch, and present it with a to-scale model. The tutors will be there to guide you in understanding the site context, materials and types of documents needed, and the standard it has to meet. But otherwise you are expected to think independently, and go though your our design process.'

Read more about Zedd's architectural studies

Connections and skills to graduate ready

'​I chose to study architecture at QUT because it is one of the best universities to offer this degree in Australia. My favourite experience at QUT was working on group projects with other architecture students who put sheer focus and dedication into our work. It was so rewarding to present our project exhibition during final exams. QUT has provided me with the connections and skills to graduate ready to pursue my dream in shaping our society.'

Problem solve creatively

'My studies at QUT taught me to think realistically and to problem solve creatively. The course encouraged me to look for different solutions. It taught me to be open to a wide range of influences and to make connections. This has been invaluable in my working life. Collaborating on projects with other students provided me with a very good base for working in an integrated design firm.'

International experiences

'Opportunities such as overseas study tours to Europe and Asia taught me to confidently approach challenges and think critically about the impact design has on our world.'

• Our architecture degree has the highest demand in Queensland .*
• Design the sustainable cities and structures of our future with Queensland’s most in-demand architecture degree. 
• Learn from real-world architects working in the field, and get insights and opportunities that’ll give you a competitive edge. 
• Complete up to 100 hours of optional real work placement and gain the skills and experience you need to step confidently into your future career. 
• Bring your concepts to life in our advanced design and fabrication workshops, with expert guidance from our dedicated technical team. 
• Make valuable connections at our industry events hosted by QUT and our student clubs and societies. 
• Continue your journey to becoming a registered architect with our two-year Master of Architecture. 
• Our architecture degree has the highest demand in Queensland.*
• QUT is ranked as one of the top 100 universities in the world for architecture and built environment.**

Apply by 23 May Start study in July

Get a head start and study mid-year to be ready, sooner.

Apply by 30 June Start study in July

Boost or change your career with a postgraduate degree.

Why choose this course?

With a focus on innovation in design and sustainable development, a QUT Architecture degree will give you the skills and experience you need to design the cities and structures of our future.

QUT is ranked as one of the top 100 universities in the world for architecture and built environment**, and we are proud to have Queensland’s most in-demand architecture degree.  

With a strong reputation in the industry, our graduates are in high demand. The percentage of our graduates who secure full-time employment is among the highest in the country***, and our graduates have the highest starting salaries of all Brisbane architecture graduates.

You’ll be taught by practising architects with direct industry links, who’ll share valuable insights and opportunities that’ll give you a competitive edge. You’ll also have opportunities to connect with our young alumni who’ve successfully established themselves in the industry.

Throughout your studies, you’ll undertake projects and hone your skills in our advanced design studios and fabrication workshops, where you’ll be guided and supported by our expert technical team. You’ll also work with students from other disciplines to address real-world challenges, just as you would in a real architectural practice.

Real-world learning

Throughout your degree, you will undertake architectural design projects with a practical edge which will require you to think logically and creatively about how buildings function and are constructed. You can broaden your mind, education and life experience with real-world field trips, international study tours, and student exchange with partners all over the world including Italy, Canada, France, China, Hungary, Colombia, Mexico, USA, UK and more.

Explore this course

What to expect.

Your degree will begin with introductory and shared impact lab units where, working with students from other disciplines, you’ll focus on problems and social issues and identify potential solutions connected to industry and community. Your introductory studies will also introduce you to visualisation skills and applications needed to formulate design as an exploration of the materials of the built environment.

You’ll then build on these foundations and explore areas including environmental principles and the global movement of modern architecture with design studio units covering the process of design, dwelling, tectonics and public spaces.

Later in your degree, you’ll transfer your skills and knowledge to a workplace or professional context and gain practical work experience through our work integrated learning program. At the end of your degree, you can progress onto our two-year Master of Architecture and continue your journey to becoming a registered architect in Australia and overseas.

* Queensland Tertiary Admissions Centre First Preferences 2022 **  QS World University Rankings by Subject 2023  *** Source: Graduate Outcomes Survey 2019-2021 / Australian Taxation Office 2017-18 financial year / Quality Indicators for Learning and Teaching (QILT) / ComparED compared.edu.au 

Double degrees

Combine your Architectural Studies degree with a second degree to gain a broader range of skills and knowledge, a competitive advantage and enhanced career flexibility.   Choose a double degree with:

• business to lead to careers intersecting design with marketing, public relations, advertising, international business, economics, management and human resource management.
• engineering to enable a range of opportunities including careers in architecture, project management, property development, construction, civil engineering and urban design.
• construction management to become a valuable architect and project manager in the building industry.

* QTAC First Preferences 2023 **  QS World University Rankings by Subject 2023  *** Source: Graduate Outcomes Survey 2020-2022

Careers and outcomes

With an Architectural Studies degree from QUT, you’ll be able to start your design career as a junior designer, draftsperson, set designer and more. To become a registered architect, you’ll need to undertake two more years of training in our Master of Architecture program, and then pass the Architectural Practice Exam once you’ve completed two years of practical experience.

Possible careers

• Architectural historian
• Architectural writer / journalist
• Construction manager
• Set designer
• Sustainability design consultant

Details and units

Course structure, requirements.

Don't have a ATAR/selection rank?

Find out other ways you can apply

You can defer your offer and postpone the start of your course for one year.

Assumed knowledge

Before you start this course, we assume you have sound knowledge of the subject/s listed below. If you don't have the subject knowledge, you can still apply for the course but we strongly encourage you to undertake bridging studies to gain the knowledge:

• English, or Literature, or English and Literature Extension, or English as an Additional Language (Units 3 & 4, C)

More about assumed knowledge

Year 12 early offer scheme

If you're a current Queensland Year 12 student, you may be eligible to receive an offer for this course on the last day of Queensland Year 12, before receiving your ATAR or selection rank.

Find out more about the QUT Year 12 Early Offer Scheme

Offer guarantee

If you achieve an ATAR or selection rank of 80.00 or higher (including any adjustments) and satisfy all other admission requirements, you are guaranteed an offer for this course.

Advanced standing

If you have prior studies or work experience, you may be eligible for advanced standing (credit). You can apply for advanced standing once you've been accepted to QUT. If you're in your first semester of study, you must apply for advanced standing within 10 days of receiving your offer.

More about advanced standing

More about deferring your offer

Adjustments to your ATAR/selection rank

Any adjustments you receive to your ATAR or selection rank will be applied to this course.

Find out if you’re eligible for an adjustment to your ATAR or selection rank

Offers we made to school leavers in Semester 1, 2023

As this is a new course, Semester 1, 2023 information is not available.

You can find out more about your fellow students’ backgrounds with this course’s student profile .

Other admission options

If you are of Aboriginal or Torres Strait Islander descent, you may be eligible for admission through our Centralised Assessment Selection Process (CASP) .

Select the country where you completed your studies to see a guide to the grades you need to apply for this course.

If your country or qualification is not listed, you can still apply for this course and we will assess your eligibility.

• Completed International Baccalaureate Diploma Programme with final aggregate score of 28.<br><br>Send your results to QUT through your online IB account. QUTs institution code is 003148.<br> <br>Depending on the structure of your course, you can receive advanced standing up to 4 units towards your degree. You can apply for advanced standing based on your completed IB Diploma studies, after you have been accepted into your course. For information on Credit for Prior Learning, please refer to https://www.advancedstanding.qut.edu.au/cgi-bin/WebObjects/AdvStand.woa/wa/precedents?institution=IBD
• All India Senior School Certificate academic stream awarded by CBSE with an overall average of 60% in best five academic subjects (two languages and three academic subjects), excluding physical education.
• Indian School Certificate academic stream awarded by CISCE with overall average of 60% in best five academic subjects (two languages and three academic subjects), excluding physical education.
• Senior/Higher Secondary School Certificate/Pre-University certificate from QUT recognised state education boards with an overall average of 75% in best five academic subjects (2 languages and 3 academic subjects), excluding physical education.
• Ylioppilastutkintotodistu/Finnish Matriculation Certificate with a grade average of 3 over 4 exam results.
• German Abitur: Zeugnis der Allgemeinen Hochschulreife with an overall grade point average of 3.4 on 6-point scale (where 1 is best).
• HKDSE completed before 2024 with an aggregate score of 15 over the five best HKDSE subjects (across Core and category A or C electives) where 2 is the minimum accepted grade.
• Higher Diploma or Associate degree from recognised Hong Kong institutions with an overall grade average of 2.0 on a 4 point scale where 2=pass. Requirement for other scales: 1.7 on a 4.0 point scale where 1.7=pass; 1.7 on a 4.3 point scale where 1.7=pass or 2.0 on a 4.5 point scale where 2=pass).
• HKDSE awarded after 2023 with an aggregate score of 12 over the best four subjects (across Core and category A or C electives, excluding Citizenship and Social Development) where 5=5; 4=4; 3=3; 2=2; 1=1
• Senior Secondary Matriculation Examination (Stúdentspróf) with a grade average 6 in the final year results.
• An aggregate score of 8 based on the best three A-Level subjects from  General Certificate of Education (GCE) Advanced Level.  <br> <br>A or A2-Level subject: A*=6, A=5, B=4, C=3, D=2, E=1, U=0 <br> <br>A maximum of two Advanced Subsidiary (AS) level subjects can be counted in place of one A-level  subject provided that the subject has not been taken at A level.  AS Levels are equivalent to half points, e.g. B=2.<br> <br>Awarded by: AQA, Cambridge/CIE, CEA, Pearson/Pearson International/ Edexcel, OxfordAQA,OCR, WJEC.
• Sekolah Menengah Atas (SMA) 3/Certificate of Graduation (Nilai Ujian Sekolah) with an overall average of 80% in the best 5 academic subjects (Bahasa Indonesia, Matematika, Bahasa Inggris and 2 other academic subjects from Group C).
• An aggregate score of 8 based on the best three A-Level subjects from  General Certificate of Education (GCE) Advanced (A2) Level.  <br> <br>A or A2-Level: A*=6, A=5, B=4, C=3, D=2, E=1<br> <br>A maximum of two Advanced Subsidiary (AS) level subjects can be counted in place of one A-level  subject provided that the same subject has not been taken at A level.  <br>AS-or A1 Level: A=2.5, B=2, C=1.5, D=1, E=0.5.<br> <br>Awarded by: AQA, Cambridge/CIE, CEA, Pearson/Pearson International/ Edexcel, OxfordAQA,OCR, WJEC.
• Prior to 2020: Pre-University Certificate with a grade average of 15 on a 20-point scale.
• From 2020: National High School Diploma/Secondary School Leaving Certificate with a grade average of 15 on a 20-point scale in final year (Grade 12).
• Leaving Certificate with a grade average of 4.0 in the best 5 Higher, Ordinary, or LCVP subjects.
• Kotogakko Sotsugyo Shosho (Upper Secondary School Certificate of Graduation) with an overall grade average of 4.0 on a 5 point scale in the final year.<br> <br>Kotogakko Sotsugyo Shosho (Upper Secondary School Certificate of Graduation) and Scholastic Aptitude Test (SAT) score of 1100.
• An aggregate score of 8 from Brunei-Cambridge General Certificate of Education Advanced (A) Level and Advanced Subsidiary (AS) Level subjects including at least two A Level pass subjects.<br><br>Aggregate is calculated based on the best three A Levels.  AS Levels can be included and are counted as half of an A Level.<br>A*=6, A=5, B=4, C=3, D=2, E=1, U=0 for A Level subjects; and<br>A(a)=2.5, B(b)=2, C(c)=1.5, D(d)=1, E(e)=0.5, U=0 for AS Level subjects.
• QUT Intensive Program with an overall grade average of at least 4.4 (on QUT's 7 point scale).
• QUT Foundation Program with an overall grade average of at least 4.4 (on QUT's 7 point scale).
• QUT Diploma program with successful completion.
• Higher Secondary Certificate (HSC) in general academic stream with an overall grade point average of 4.0 on 5 point scale.
• Bhutan Higher Secondary Education Certificate with an overall average of 60% in best five academic subjects (2 languages and 3 academic subjects), excluding Internal Assessment.
• Studentereksamen (STX) with an overall grade average of 4 in the final year.
• Ontario Secondary School Diploma with an overall grade average of 60% using the best six Grade 12 subjects of course types: University preparation (U); University / college preparation (M); or College preparation (C).
• British Columbia Senior Secondary School Graduation Diploma with an overall grade average of 60% using Language Arts 12 provincially examined subject (English 12; English 12 First Peoples, Communication 12, English Literature 12) and four Grade 12 academic subjects (4 credit point).
• Alberta High School Diploma with an overall grade average of 60% using the best five Level 30 Provincial Diploma Exams
• Manitoba High School Graduation Diploma with an overall grade average of 60% using the best  five Grade 12 subjects of course types: University based (40U, 42U) or Specialised (40S, 42S)
• GAOKAO 60% in best 4 academic subjects.<br>GAOKAO score converted to percentage using Chinese, English/Foreign Language, Mathematics and one other subject (excluding Technology). Percent is the [sum of scores attained for the four units] / [sum of maximum grades for the four units].
• Kenyan Certificate of Secondary Education with a Mean Grade of  B
• Year 12 with an overall grade average of 7.5 (on a 10-point scale) from all Year 12 subjects and an overall passing grade in Bang Tot Nghiep Trung Hoc Pho Thong.
• Senior High School Diploma (Academic) with final year overall average pass and AST 60% (5 subjects).
• Senior High School Diploma (Academic) with final year overall average pass and GSAT 60% (4 subjects).
• Senior High School Diploma (Academic Senior III)  with final year overall percentage average of 90%.
• Diploma or Advanced Diploma with an overall grade average of 2.00 on a 4 point scale from Nanyang, Ngee Ann, Republic, Singapore or Temasek Polytechnic.
• An aggregate score of 8 from Singapore-Cambridge General Certificate of Education H2 and H1 Level subjects including at least two H2 Level pass subjects. Bonus aggregate points are granted for a maximum of one H3 subject.<br> <br>General Paper is not included in the calculation. <br> <br>Aggregate is calculated based on the best three H2 Levels:<br>A=5; B=4; C=3; D=2; E=1<br> <br>A maximum of two H1 level subjects can be counted in place of one H2 level subject provided the same subject has not been taken at H2 level:<br>A=2.5, B=2, C=1.5, D=1, E=0.5 <br> <br>Bonus aggregate points are applied for one H3 Level pass as: <br>Distinction=2, Merit=1.5, Pass=1.
• National Senior Certificate (NSC) with average of 4.6 over best five subjects in final year (excluding Life Orientation); where 7=80-100%; 6=70-79%; 5=60-69%; 4=50-59%; 3=40-49%; 2=30-39%; 1=0-29.
• Sri Lankan General Certificate of Education ('Advanced' Level) with aggregate score of 8 over best three A Level subjects excluding General Paper/English where A=5, B=4, C=3, S=0.
• Högskoleförberedande examen with an overall grade average of 14 out of 20; where A=20, B=17.5, C=15, D=12.5, E=10, F=0.
• Certificate of Secondary Education in Academic stream with overall grade point average 2.7 or higher in Grade 12/Matayom 6
• Advanced Placements (APs)<br>High School Diploma with completion of 12 years of schooling and an aggregate of 9 in Advanced Placements (APs) subjects.<br> <br>A minimum of two and a maximum of four APs may be used. Aggregate determined where: A=5, B=4, C=3 (Pass), D=2, E=1. Where more than four APs have been taken,  best four results are used.<br> <br>AP results must be issued by The College Board Advanced Placement Program.
• SAT-I* and High School Diploma (HSD)<br>SAT 1 of 1100 (out of 1600) and Senior High School Diploma.<br> <br>Nominate your score report to be sent to QUT using the Designated Institution (DI) code is 7971 - Queensland University of Technology.<br>*Composite SAT-1 Score since March 2016
• Enhanced ACT* and USA High School Diploma (HSD)<br>ACT 24 and USA High School Diploma.<br> <br>Nominate your score report to be sent to QUT using the College Code 5437 - Queensland University of Technology.
• Aggregate score of 6 from best three Scottish Advanced Highers where A=5, B=4, C=3, D=2.
• Aggregate score of 2 from best 8 Scottish Highers Examinations where A=4; B=3; C=2; D=1.
• Senior High School Certificate/Diploma and Korean College Scholastic Aptitude Test (CSAT) aggregate level of 12 from Language Arts, Mathematics and Foreign Language (English).  
• A certified copy of your Record of Achievement issued by the New Zealand Qualification Authority (NZQA) confirming you have qualified for the National Certificate of Educational Achievement (Level 3) and meet the Australian Tertiary Admission Rank (ATAR/ITI) equivalent for the course. Please refer to the Guide to entry thresholds https://www.qut.edu.au/study/applying/international-year-12-students/queensland-op-atar-and-ib-acceptance-thresholds<br><br>The New Zealand Qualifications Authority (NZQA) calculates an Interstate Transfer Index (ATAR/ ITI), you must authorised your information to be released to us, so we can verify your ATAR/ITI online. The ATAR/ITI will not be released to you, NZQA will provide the score to us.
• United Examination Certificate for Independent Chinese Secondary Schools (UEC) with grade average of 4.4 from five major subjects (excluding Chinese, Malay, PE); where A1=1; A2=2; B3=3; B4=4; B5=5; B6=6; C7=7; C8=8; F9=Fail.
• Sijil Tinggi Persekolahan Malaysia (STPM) (Malaysian Higher School Certificate Examination) with an aggregate score of 8 over the best three A Level subjects (excluding General Paper) where:<br>A/A-=5; B+=4; B=3; B-/C+=2; C=1; less than C=0.
• Matrikulasi (Matriculation) with overall grade point average of 2.75 on 4-point scale.
• Diploma of Pre-University Education (VWO) Voorbereidend Wetenschappellijk Onderwijs with grade average of 6.4 in final year.
• Upper Secondary Leaving Certificate with grade point average of 3.6 on the 6-point scale in final year.
• Pre-Engineering & Pre-Medical stream - Higher Secondary Education Certificate (HSSC) or Intermediate Examination Certificate with an overall average of 65%.
• SAT 1 of 1100 (out of 1600) and Senior High School Diploma.<br> <br>Nominate your score report to be sent to QUT using the Designated Institution (DI) code is 7971 - Queensland University of Technology.<br>*Composite SAT-1 Score since March 2016
• Grade 12 Senior High School Diploma in an Academic Track from a PAASCU accredited Secondary Education or Senior High School program with an overall average of 90%.

I completed secondary school in Australia

If you completed secondary school in Australia and achieve an ATAR/selection rank of 80.00 or higher (including any adjustments) and satisfy all other admission requirements, you are guaranteed an offer for this course.

Minimum English language requirements

Select the country where you completed your studies to see a guide on meeting QUT’s English language requirements.

Your scores and prior qualifications in English-speaking countries are considered. Approved English-speaking countries are Australia, Canada, England, Ireland, New Zealand, Scotland, United States of America and Wales.

UTS (University of Technology Sydney) Insearch - Academic English

English program.

Academic English 5 (AE5) program with a final overall grade of PASS or higher completed within one year of starting at QUT.

Bachelor studies

Higher education.

1 year full-time studies with passing grade point average in a Bachelor from RMIT Vietnam, completed within two years of starting at QUT.

A completed bachelor degree (or higher) with a minimum of 1 year full-time studies with a passing grade point average from RMIT Vietnam, completed within five years of starting at QUT.

USA High School Diploma - completed in the USA or at an overseas American International School

Senior secondary.

USA High School Diploma completed in an approved English Speaking country with a grade of C or better in Grade 12 English.<br> <br>USA High School Diploma completed in a non-English Speaking country with a grade of C or better in Grade 12 English and SAT score of at least 640 in Evidence-Based Reading and Writing within the last five years.

Post Secondary

1 year full-time studies with passing grade point average in a recognised in a Diploma or Associate degree an accredited USA institution, with all prior schooling/studies in an approved English speaking country.<br> <br>1 year full-time on-campus studies with passing grade point average in a recognised Diploma or Associate degree an at an accredited USA institution. These studies must have been completed within five years of starting at QUT, if all prior schooling/studies were studied in a non- English Speaking country.

Bachelor or higher

1 year full-time studies with passing grade point average in a recognised Bachelor or higher program at an accredited USA institution, with all prior schooling/studies in an approved English speaking country.<br> <br>1 year full-time on-campus studies with passing grade point average in a recognised Bachelor or higher program at an accredited USA institution. These studies must have been completed within five years of starting at QUT, if all prior schooling/studies were studied in a non- English Speaking country.

Advanced Placement (AP)

A grade of 3 or higher in AP English Language and Composition or AP English Literature and Composition.

Bachelor or Higher

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised Danish institution, with all prior schooling/studies in Denmark. Diploma Supplement or an official letter from home institution stating English as the language of instruction.

Danish Studentereksamen(Upper Secondary School Diploma)

7 in A-level English OR 10 in B-level English completed within five years of starting at QUT.

General Certificate of Education (GCE)

English Language, English Literature or English Lanague and Literature with a minimum grade of C or an A2 level in a humanities subject with a minimum grade of C or A2 grade of C in General Paper.<br> <br>Qualifications issued by: Pearson/Edexcel; Cambridge/CIE; AQA; OxfordAQA; CEA; OCR; WJEC.

General Certificate of Secondary Education (GCSE) O level / International GCSE (IGCSE)

O Level: Minimum grade C or 5 in English, English Language, English (First Language), English as a Second Language or English Literature.<br> <br>Qualifications issued by: Pearson/Edexcel; Cambridge/CIE; AQA; CEA; OCR; WJEC.

Certificate IV in Adult Tertiary Preparation

TAFE Certificate IV in Adult Tertiary Preparation subjects studied in Australia: with both Language and Learning units (ATPALS401A Research, plan and present academic essays, reports and reflections, and ATPALS402A Write academically to persuade/ argue and critically analyse, and present academic speeches) completed within two years of starting at QUT.

QUT Intensive Program

QUT Intensive Program with Academic English 2 grade of 5 (on a 7 point scale).

On-campus Bachelor or higher program studies with an overall passing grade point average at a recognised Australian institution (the duration of studies must be 1 year or more full-time), with all prior schooling/studies in an approved English speaking country. <br> <br>On-campus Bachelor or higher program studies with an overall passing grade point average at a recognised Australian institution (the duration of studies must be 1 year or more full-time). These studies must have been completed within five years of starting at QUT, if all prior schooling/studies were studied in a non- English Speaking country.

Diploma programs

AQF Diploma award of 1 full-time year equivalent studies undertaken at an Australian University, University college or TAFE institution. These studies must be successful with a passing grade point average and must be completed in Australia in on-campus mode within two years of starting at QUT.

QUT Foundation program

QUT Foundation Program with Academic English 2 grade of 5 (on a 7 point scale).

Australian University Foundation Programs

Foundation program with final semester English and communication subject(s) with a grade of 5 (on a 7 point scale) . Studies must be on-campus in Australia and completed within 2 years of starting at QUT.

QUT English for Academic Purposes (EAP)

QC36 English for Academic Purposes (EAP) 2 Standard or QC37 English for Academic Purposes (EAP) 2 Extended with 65% completed within one year of starting this course at QUT.

QUT Diploma

QUT Diploma program with a grade of 4.0 (out of 7) in the unit Professional Communication 2/Academic Communication 2; completed within two years of starting this course at QUT.

Australian senior high school - completed in Australia or overseas at an International School

Queensland High School with a minimum grade of C in Unit 3 and 4 in English, or Literature, or English and Literature Extension, or English as an Additional Language, within five years of starting at QUT.<br>

Advanced Diploma and Associate Degrees

AQF Advanced Diploma or Associate Degree award of 1 full-time year equivalent studies undertaken at an Australian University, University college or TAFE institution. These studies must be successful with a passing grade point average and must be completed in Australia in on-campus mode within two years of starting at QUT.

International Baccalaureate Diploma (IBD)

International Baccalaureate Diploma (IBD) completed 2 year program with achievement in one of the following subjects with grade of 3 (higher level) or 4 (standard level)<br>English A: Language and Literature<br>English A: Literature<br>English B.<br>Completed within five years of starting at QUT..

All India Senior School Certificate awarded by CBSE

65% in English Core subject completed within five years of starting at QUT.

Indian School Certificate awarded by CISCE

Higher diploma or associate degree.

Higher Diploma or Associate degree (minimum of 1 year full-time on-campus studies) at a recognised Hong Kong institution with: <br>a passing grade point average and these studies must have been completed within five years of starting at QUT; and<br>an official language of instruction letter is required if the academic transcripts doesn't clearly state English is the Language of Instruction; and<br>evidence of minimum HKDSE Level 2 overall in the English Language.

1 year full-time on-campus studies in a Bachelor or higher program at a recognised Hong Kong institution with: <br>a passing grade point average and these studies must have been completed within five years of starting at QUT; and<br>an official language of instruction letter is required if the academic transcripts doesn't clearly state English is the Language of Instruction; and<br>evidence of minimum HKDSE Level 2 overall in English Language.

Hong Kong Diploma of Secondary Education (HKDSE)

Level 4 overall in English Language subject completed within two years of starting at QUT.

Diploma Hoger Algemeen Voortgezet Onderwijs (Dutch HAVO) Getuigschrift (from a Hogere Burgerschool) Dutch HAVO

A grade of 8 or better in final year English completed within five years of starting at QUT.

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised institution in Netherlands completed within five years of starting at QUT, with all prior schooling/studies in Netherlands. Diploma Supplement or an official letter from home institution stating English as the language of instruction.

Diploma of Pre-University Education (VWO) Voorbereidend Wetenschappellijk Onderwijs

A grade of 7 or better in final year English completed within five years of starting at QUT.

Ylioppilastutkintotodistu/Lukion päättötoditus

Ylioppilastutkintotodistu: score of 4 in English subject in final year of secondary school completed within five years of starting at QUT.<br> <br>Lukion päättötoditus: at least a grade 8 English A in final year of secondary school completed within five years of starting at QUT.

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised Finnish institution completed within five years of starting at QUT, and a pass in English subject from Finnish High School. Diploma Supplement or an official letter from home institution stating English as the language of instruction.

A Level: English Language, English Literature or English Language and Literature with a minimum grade of C. GCE A level in a humanities subject with a minimum grade of C.<br> <br>AS Level: English Language, English Literature, English Language and Literature or General Paper/General Studies with a minimum grade of C.<br> <br>Qualifications issued by: Pearson/Edexcel; Cambridge/CIE; AQA; OxfordAQA; CEA; OCR; WJEC.

International Baccalaureate Diploma (IBD) completed 2 year program with achievement in one of the following subjects with grade of 3 (higher level) or 4 (standard level)<br>English A: Language and Literature<br>English A: Literature<br>English B.<br>Completed within five years of starting at QUT.

O Level: Minimum grade C or 5 in English, English Language, English (First Language), English as a Second Language or English Literature.<br> <br>Qualifications issued by: Pearson/Edexcel; Cambridge/CIE; AQA; OxfordAQA; CEA; OCR; WJEC.

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised German institution, with all prior schooling/studies in Germany.

Abitur - Zeugnis der Allgemeinen Hochschulreife

Grade of 3 in English within five years of starting at QUT.

DAAD English Language Certificate

B2 (4 star in all bands) within five years of starting at QUT.

South African National Senior Certificate (NSC):

A grade of Achievement Level 5 or 60% in English Home Language or English First Additional Language

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised South African institution, with all prior schooling/studies in an approved English speaking country.<br> <br>1 year full-time oncampus studies with passing grade point average in a Bachelor or higher program from a recognised South African institution. These studies must have been completed within five years of starting at QUT, if all prior schooling/studies were studied in a non- English Speaking country.

Vitnemal For Videregaende Opplaering (Certificate for Upper Secondary Education and Training)

Grade of 4 or better in English in any year of Vitnemal fra den videregaende skolen (Upper Secondary Education - Grade 11,12,13) completed within five years of starting at QUT.

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised Norwegian institution, with all prior schooling/studies in Norway.

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised Swedish institution, with all prior schooling/studies in Sweden.

Avgångsbetyg / Slutbetyg / Examensbevis yrkesexamen or Avgångsbetyg / Slutbetyg från Gymnasieskola/ Högskoleförberedande examen

C in English 5 within five years of starting at QUT.<br> <br>Pass in English 6 or English 7 completed within five years of starting at QUT.

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised English institution, with all prior schooling/studies in an approved English speaking country.<br> <br>1 year full-time on-campus studies with passing grade point average in a Bachelor or higher program from a recognised English institution. These studies must have been completed within five years of starting at QUT, if all prior schooling/studies were studied in a non- English Speaking country.

Brunei - Cambridge General Certificate of Education Advanced Level

A Level: English Language, English Literature or English Lanague and Literature with a minimum grade of C. GCE A level in a humanities subject with a minimum grade of C.<br> <br>AS Level: English Language, English Literature, English Lanague and Literature or General Paper/General Studies with a minimum grade of C.

Brunei - Cambridge General Certificate of Education O Level

O Level: Minimum grade C or 5 in English, English Language, English (First Language), English as a Second Language or English Literature.

Matriculation Examination -Stúdentspróf

A grade of 6.0 in English completed within five years of starting at QUT.

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised institution in Iceland completed within five years of starting at QUT, and a pass in English subject from Studentsprof. Diploma Supplement or an official letter from home institution stating English as the language of instruction.

New Zealand National Certificate in Educational Achievement (NCEA)

18 credits at NCEA Level 3 English and completed within five years of starting at QUT.

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised New Zealand institution, with all prior schooling/studies in an approved English speaking country.<br> <br>1 year full-time oncampus studies with passing grade point average in a Bachelor or higher program from a recognised New Zealand institution. These studies must have been completed within five years of starting at QUT, if all prior schooling/studies were studied in non- English Speaking country.

On-campus Bachelor or higher studies with an overall passing grade point average at a recognised Papua New Guinean institution (the duration of studies must be 1 year or more full-time) within the last five years.

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised Irish institution, with all prior schooling/studies in an approved English speaking country.<br> <br>1 year full-time oncampus studies with passing grade point average in a Bachelor or higher program from a recognised Irish institution. These studies must have been completed within five years of starting at QUT, if all prior schooling/studies were studied in non- English Speaking country.

Irish Leaving Certificate Scrúdú Cruthaithe na hArdteistiméireachta

English Language Higher with a grade of D1 (prior to 2017) or grade of 4 (from 2017).

Singapore - Cambridge General Certificate of Education OLevel

C5 in English Language.

Singapore - Cambridge General Certificate of Education Advanced Level

Singapore - Cambridge H2 Level: English Language and Linguistics or Literature in English or Knowledge and Inquiry subject or approved humanities subject with a minimum grade of C. <br> <br>Singapore - Cambridge H1 Level: A grade of C in General Paper.

Diploma from Singapore Polytechnics

Post secondary.

1 year full-time studies with passing grade point average in a Diploma program at a recognised Singapore Polytechnic, with all prior schooling/studies in Singapore.<br> <br>1 year full-time studies with passing grade point average in a Diploma program at a recognised Singapore Polytechnic. These studies must have been completed within five years of starting at QUT, if all prior schooling/studies were studied in a non-English Speaking country.

1 year full-time studies with passing grade point average in a Bachelor program at a recongised Singapore institution, with all prior schooling/studies in Singapore.<br> <br>1 year full-time studies with passing grade point average in a Bachelor program at a recongised Singapore institution. These studies must have been completed within five years of starting at QUT, if all prior schooling/studies were studied in a non-English Speaking country.

Canadian High School Diploma - completed in Canada or at an overseas International School

Alberta High School Diploma with a grade of 60% or better in an English Level 30 Provincial Diploma Exam completed within five years of starting at QUT.<br> <br>British Columbia Senior Secondary School Graduation Diploma with a grade of 60% or better in English 12 or English Studies 12 completed within five years of starting at QUT.<br> <br>Ontario Secondary School Diploma with a grade of 60% or better in English at Grade 12 Level (i.e. ENG4U or ENG4C) completed within five years of starting at QUT.

1 year full-time studies with passing grade point average in a Bachelor or higher program from a recognised Canadian institution, with all prior schooling/studies in an approved English speaking country.<br> <br>1 year full-time on-campus studies with passing grade point average in a Bachelor or higher program from a recognised Canadian institution. These studies must have been completed within five years of starting at QUT, if all prior schooling/studies were studied in a non- English Speaking country.

1 year full-time on-campus Bachelor studies at a recognised Malaysian institution with: <br>a passing grade point average and these studies must have been completed within five years of starting at QUT; and<br>an official language of instruction letter is required if the academic and transcripts doesn't clearly state English is the Language of Instruction; and<br>evidence of a pass in the English subject in a recongised high school qualification: SPM, STPM, UEC, A levels and O levels or equivalent.

1119 (GCE-O) English

1119 (GCE-O) English with a grade 5C.

STPM: Sijil Tinggi Persekolahan Malaysia

C pass in 920 English or humanities subject.

A completed recognised Diploma (minimum of 1 year full-time on-campus studies) at a recognised Malaysian institution with: <br>a passing grade point average and these studies must have been completed within five years of starting at QUT; and<br>an official language of instruction letter is required if the academic and transcripts doesn't clearly state English is the Language of Instruction; and<br>evidence of a pass in the English subject in a recognised high school qualification: SPM, STPM, UEC, A levels and O levels or equivalent.

We accept English language proficiency scores from the following tests. Tests must be taken no more than 2 years prior to the QUT course commencement.

Don't have the English language score you need? We can help!

We offer English language programs to improve your English and help you gain entry to this course.

When you apply for this course, we will recommend which English course you should enrol in.

Applying for this course

Applicants with recent secondary education

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Find out more if you are an international applicant

Your actual fees may vary depending on which units you choose. We review fees annually, and they may be subject to increases.

2025: CSP fees available from September

2025: Available from July

2024: CSP $9,500 per year full-time (96 credit points)

2024: $34,900 per year full-time (96 credit points)

Student services and amenities fees

You may need to pay student services and amenities (SA) fees as part of your course costs.

Find out more about undergraduate course fees

HECS-HELP: loans to help you pay for your course fees

You may not have to pay anything upfront if you're eligible for a HECS-HELP loan.

Find out more about government loans

Scholarships

You can apply for scholarships to help you with study and living costs.

Browse all scholarships

International Merit Scholarship

Qut real world international scholarship.

A scholarship to cover tuition fees, with eligibility based on your prior academic achievements.

You may also be eligible for

Centrelink payments

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Bachelor of Built Environment (Honours) (Construction Management and Quantity Surveying)

• 70.00 is the ATAR/selection rank threshold for Bachelor of Built Environment (Honours) (Construction Management and Quantity Surveying)

Bachelor of Built Environment (Honours) (Interior Design)

• 70.00 is the ATAR/selection rank threshold for Bachelor of Built Environment (Honours) (Interior Design)

Bachelor of Built Environment (Honours) (Landscape Architecture)

• 70.00 is the ATAR/selection rank threshold for Bachelor of Built Environment (Honours) (Landscape Architecture)

Bachelor of Built Environment (Honours) (Urban and Regional Planning)

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Master of Architecture

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Master of Philosophy

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Bachelor of Architectural Design/Bachelor of Built Environment (Honours) (Construction Management and Quantity Surveying)

• 5.5 years full-time
• 80.00 is the ATAR/selection rank threshold for Bachelor of Architectural Design/Bachelor of Built Environment (Honours) (Construction Management and Quantity Surveying)

Bachelor of Architectural Design/Bachelor of Built Environment (Honours) (Interior Design)

• 5 years full-time
• 80.00 is the ATAR/selection rank threshold for Bachelor of Architectural Design/Bachelor of Built Environment (Honours) (Interior Design)

Bachelor of Architectural Design/Bachelor of Built Environment (Honours) (Landscape Architecture)

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Bachelor of Architectural Design/Bachelor of Built Environment (Honours) (Urban and Regional Planning)

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Ten architecture student projects based in America

Dezeen School Shows: from a contemporary motel in Denver to outdoor toilets for hikers in the Rocky Mountains , we've selected ten student projects that focus on architecture and design in the US .

While studying at institutions based in America, these undergraduate and postgraduate students chose to draw influences from the USA for their coursework projects.

The country has a diverse and faceted history of architecture and the following projects utilise this as a vehicle for change and reflection.

The students in this roundup are enrolled on architecture courses at US-based institutions including Kent State University in Ohio , University of Colorado Denver , University of Kentucky, University of Southern California, Drexel University , California Baptist University and University of Oregon .

Longs Peak Privies by the MArch Colorado Building Workshop students

Students in the MArch Colorado Building Workshop collaborated with the National Park Service on the design of outdoor toilets to be dotted along the hiking trails of Longs Peak in the Rocky Mountain National Park.

Backcountry facilities were installed in the area in the early 1980s, however, they have since been rendered dysfunctional due to being battered by extreme weather conditions over time and require contemporary replacements.

"The final design consists of prefabricated, structural gabion walls within the gabions. Thin steel plate frames triangulate the lateral loads within the structure, while stones collected on-site are used as ballast," said the students.

"This innovative assembly allows for rapid on-site construction and an architecture that disappears into the surrounding landscape."

Student: MArch Colorado Building Workshop students

School: University of Colorado Denver

Course: Architecture – Studio 4: Design-Build

View the full school show ›

Untitled by Tori Lones

While studying architectural design at Kent State University in Ohio, student Tori Lones created a model of a warped house built in the Second Empire American style, which was at its most popular in the second half of the 19th century.

The distorted building comprises horizontally orientated windows as well as a cornice that runs vertically, aiming to apply the traditional style in a contemporary context.

"The Second Empire American residential style is a combination of borrowed archetypes with its French-inspired mansard roof and Italianate lower mass – a heavy, pronounced cornice distinguishes the two domains of the building," said Lones.

"This project aimed to express the idea of 'almost-ness' – the appearance of something having qualities of the original thing but arranged in a 'not quite right' orientation, or appearing incomplete."

Student: Tori Lones

School: Kent State University

Course: Architecture – fourth-year undergraduate studio

Motel by Justin Watson

In this project, architecture student Justin Watson aimed to reinstate the legacy of the traditional American motel – once places that facilitated nomadic travel but have since fallen into disrepute.

The American West was previously studded with bustling motels, which helped to facilitate the changing of settlements according to the fluctuating gold, oil, steel, tourism and agriculture industries.

"The twenty-first century has seen [motels] disrupted by the pervasiveness of inexpensive air travel and the consolidation of the hotel industry," said Watson.

"Roadside motels at the base of the Rocky Mountains once bustling with business now often represent a stepping stone for those close to homelessness, providing day-to-day housing at a cut-price rate – this project reimagines a roadside motel on a rural site in the plains just east of Denver."

Student:  Justin Watson

Course: BSc Architecture

Lexington Legacy Museum and Civil Rights Memorial by Ben Thornton

During his time studying architecture at the University of Kentucky, Ben Thornton created the design for a building that serves as both a civil rights memorial and a museum.

The space has an upright, sober appearance and encourages users to reflect on Lexington's history.

"The museum's primary focus is a large interior atrium and civil rights memorial served by a skip-stop elevator and stair circulation system," said Thornton.

"The building's exterior materials and subdued formal expression uphold notions of permanence, modesty, and timelessness in reverence and honour of those whose dedicated lives and hard work have profoundly contributed to the establishment, maintenance and future of Lexington, Kentucky."

Student:  Ben Thornton

School: University of Kentucky College of Design

Course: Architecture – third-year undergraduate studio, spring 2020

The Somewhere Project by Emerson Mudd

Emerson Mudd's work titled The Somewhere Project sees a cultural and education centre built on a mountaintop site in eastern Kentucky, which forms part of the Appalachian region.

The centre was designed to encourage cultural tourism to the area as well as bolster existing community activities.

"The Somewhere Project seeks to catalyse community development in Appalachia through arts-based programming and cultural tourism," said Mudd.

"[The project] fulfilled three functional requirements: a timber structural system, an unimpeded span of a notional volume, and a meaningful integration of the surrounding landscape."

Student: Emerson Mudd

Redlands Theatre by Karissa Mortiz

California Baptist University student Karissa Mortiz designed a theatre to be situated on a site that once held significance to Native Americans.

The Redlands Theatre has translucent visual elements and aims to reinstate the site's importance.

"This project seeks to address contemporary prosperity theology through a regenerative approach to the theatre, restoring the native site," said Mortiz.

"Thin and translucent architecture completes the aesthetic approach."

Student: Karissa Mortiz

School: California Baptist University

Course: ARC310 Performance Design

The Zipper: Capping the Vine Street Expressway by Ash Abedin

Architecture student Ash Abedin acknowledged the reduced need for cars in post-Covid cities and proposed an alternative for the highways that bisect many American towns.

With an increased amount of people working from home, the proposal replaces expressways with walkways and other amenities that link neighbourhoods and become urban features in and of themselves.

"The proposed project in Philadelphia seeks to reconnect the neighbourhoods of Chinatown, Callowhill West and Logan Square by capping the Vine Street Expressway and reorganising Vine Street with public spaces," said Abedin.

"The project's location presents a unique opportunity to link a series of existing public spaces in Philadelphia by providing a robust network of pedestrian and bike paths – from river to river."

Student: Ash Abedin

School: Drexel University

Course: B Architecture

Portland Maine Museum of Art Expansion by Ben Vargas

Ben Vargas' project focuses on the expansion and unification of the existing Portland Maine Museum of Art, one of America's oldest museums.

The overhaul of the site – which comprises a city block containing a range of heritage buildings – sees the addition of urban green space as well as creating cohesion between the existing buildings.

"The proposed expansion seeks to unify the existing site, while simultaneously creating a monument for the city of Portland," said Vargas.

"By dedicating the entire block to equitable public urban space, the new museum generates an inclusive 'bridge' between the existing buildings."

Student:  Ben Vargas

School: University of Oregon

Course: ARCH 486/586: Architectural Competition for the Portland Museum of Art

MakerHaven: A Community Arts Collaborative by Zephyr Martin

Architecture student Zephyr Martin based their project in Vinalhaven, Maine, in a former netting factory built in 1819 that once served the island's bustling fishing harbour.

MakerHaven intends to house learning and making programmes that run all year round for use by visitors as well as local communities.

"MakerHaven is situated in Vinalhaven, Maine. Carvers Harbor in Vinalhaven is the State of Maine's most profitable fishing harbour, as well as being highly populated with artists and makers," said Martin.

"Re-use of the factory building and careful consideration of the tide and floodplain were integral to the design."

Student:  Zephyr Martin

Insurgent Border Wall Architecture by Diana Alejandra Pérez

Diana Alejandra Pérez's project envisions a future in which the border wall between the USA and Mexico is a vehicle for collaboration and togetherness instead of separation.

Insurgent Border Wall Architecture proposes a multitude of alternative uses, from performance venues and food stands to a playground and a mini golf course.

"The USA and Mexico border wall stands as a panoptic mechanism of separation and control – however, this proposal playfully challenges its intended impermeability through insurgent design operations, activating binational human exchange," said Pérez.

"By destabilising the wall's vertical cantilever, the proposal envisions a future where collaboration defies division, transforming the border into a site of shared experiences that transcend imposed boundaries."

Student: Diana Alejandra Pérez

School: University of Southern California

Course: ARCH 502B Adaptive M Isuse

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University Students in Hawaii Use Cutting-Edge Technology to Digitally Restore Historic Buildings Damaged by Maui Wildfires

A new course at University of Hawaii at Manoa rethinks historic preservation, having enrollees design digital twins of notable structures so that people can experience them virtually

Aaron Boorstein

Staff Contributor

In early August 2023 , wildfires devastated the Hawaiian island of Maui. The dayslong blaze, whose exact cause and origin are still unknown , displaced thousands of residents, scorched over 2,500 acres and led to the deaths of over 100 people —the deadliest United States wildfire in more than a century .

Lahaina , a historic town on Maui’s western shore, was hit especially hard. During that second week of August, four major wildfires appeared across the island, but nearly all reported deaths were Lahaina residents.

More than 2,200 of Lahaina’s buildings were damaged or destroyed, including its culturally and historically significant 150-year-old banyan tree and structures dating back to the early 19th century—when Lahaina was the capital of the Hawaiian Kingdom. In 1962, Lahaina was designated a National Historic Landmark for its historical significance and well-preserved architecture.

A groundbreaking architecture course takes shape

Some people thought restoring Lahaina’s historic architecture after the fire was a lost cause, says William Chapman , dean of the University of Hawaii at Manoa’s School of Architecture.

“I thought visualizations would help people to see that here’s the first step toward the realization of what could be recaptured,” Chapman says.

Chapman and Hyoung-June Park , an associate professor of design and computation at the School of Architecture, discussed creating a course where students would use digital tools and technological visualizations to preserve Lahaina’s fire-damaged historic architecture. The goal was to create digital reconstructions to serve as virtual replacements of damaged buildings, while also keeping in mind that these virtual versions might be a helpful tool to physically reconstruct the buildings, too.

Park says that he wanted to pursue this opportunity not only because of his relevant skills and experience but also because he is one of the kamaʻaina (Hawaiian for “child of the land”).

“This is not something out there; this is my mettle, too,” Park says.

Park contacted Kyung Hoon Hyun , a design computing specialist at Hanyang University in Seoul, South Korea, to invite him to co-teach the course as a visiting professor. Having previously collaborated on mixed reality and artificial intelligence research, Park and Hyun combined their expertise to develop “ARCH 490: Rebuilding Lahaina in Mixed Reality.”

The course, which began on January 9 and concluded on April 23, emphasized the concepts of “preservation through memory” and “engagement through sharing,” Park says.

The 11 students enrolled in the course were divided into four groups, each selecting a different historic Lahaina building damaged by the wildfires to focus on for the semester: Baldwin Home , Master’s Reading Room , Old Lahaina Courthouse and Wo Hing Society Hall .

Between 1834 and 1835, after Lahaina transformed itself into the whaling center of the Pacific and Kamehameha II allowed Christian missionaries to settle the Hawaiian islands, one such missionary, the Reverend Ephraim Spaulding, built the Baldwin Home—the oldest house standing on Maui before the fire. After Spaulding fell ill and left Hawaii in 1836 , the Reverend Dwight Baldwin and his family became the residents—hence the building’s name. In 1934, the Master’s Reading Room was constructed to connect ship officers, sailors and their families with the missionaries.

In 1859, the Old Lahaina Courthouse was built to serve two purposes: a customs house for whaling and commercial ships, and a center for governmental business, court affairs and incarceration. Today, the building is positioned between Lahaina’s harbor and the town’s banyan tree , planted in 1873 to commemorate the 50th anniversary of the first American Protestant mission to the island.

During the mid- to late 19th century , thousands of Chinese immigrants, hundreds of whom lived and worked in Lahaina, were brought to Hawaii to work on sugar cane plantations. Lahaina’s declining whaling industry was replaced with sugar cane. By the early 20th century, a group of these immigrants formed the Wo Hing Society and built the Wo Hing Society Hall around 1912 as a hub for Lahaina’s Chinese immigrants to preserve their cultural identity and celebrate festivities.

“All of the buildings that we are currently restoring in 3D were buildings that I lived near and used to see going to school all the time,” says Ofeinahelotu Filikitonga, a junior studying environmental design and cinematic arts who grew up in Lahaina. “I’ve actually been into each one of these buildings before the fire, so seeing my classmates and I resurrect these things with technology is really heartwarming.”

Students collected images and blueprints of the buildings from resources such as the Library of Congress, the Hawaii State Historic Preservation Division and Google Earth.

Filikitonga, a member of the Old Lahaina Courthouse group, traveled to Lahaina earlier in the semester for a project in her cinematic arts program. She invited some of her ARCH 490 classmates to join, so they could have some insight into the community.

“I thought that this could serve as a really great learning opportunity for all of us,” Filikitonga says. “Although it is depressing to look at the destruction, it also can be very informative, very helpful to see the aftermath of a really tragic disaster.”

Students also had the opportunity to learn about and discuss potential stakeholders involved in rebuilding the architectural heritage from experts at the Hawaii State Historic Preservation Division, according to a University of Hawaii at Manoa statement .

Using 3Dpresso , an A.I.-powered tool turning videos into 3D models; Rhino 3D , a commercial computer-aided design software; and Lumion , a 3D rendering and animation software, the students transformed their findings into high-quality, three-dimensional renderings. They produced the digital renderings using 3Dpresso and Rhino 3D, then created phased animations of their digital reconstruction using Lumion.

“This class focuses a lot on digital and A.I. and 3D scanning. I haven’t really had any classes like that before. We’re usually just learning about older stuff,” says Karly Tangonan, a junior studying environmental design.

How A.I. and 3D modeling are changing historic preservation

Filikitonga says that Park and Hyun “definitely nerd out when they start talking about A.I., but it’s understandably so. The rate at which it’s developing is literally insane.”

Students used the same technologies that were deployed to redesign Notre-Dame Cathedral in Paris and Shuri Castle in Naha, Japan, after fires damaged both historic landmarks, Hyun says.

“The processing power that you have at your fingertips now to be able to take overlapping photos and digitally recreate things has changed the survey industry. It’s mind-blowing. One of the coolest aspects of that is that you can create this digital twin of any structure, facility or object,” says Matthew Bainbridge , a principal at Civil & Environmental Consultants Inc., an engineering and environmental consulting firm with offices nationwide, who was not involved in the course.

For his work, Bainbridge often relies on laser scans and photogrammetry rather than blueprints and images.

“I think it’s an awesome skill set the students are learning,” says Bainbridge. “That’s not an easy task to take blueprints and photos and to reconstruct something in Rhino.”

As the risk of damage from natural disasters looms large, historic sites worldwide need digital preservation and restoration.

Bainbridge recently returned from Volterra , where he is involved in a project to preserve the historic Italian town. “Volterra is an old walled city up on a hill, and that part of the hillside that it was built on has been sliding ,” he says. “They’re very close to losing a church right now. It’s come right up to the walls. So they really wanted to get some people to collaborate on capturing the city, as they realized that part of the city would be lost eventually, and they wanted to make sure that they captured it and could rebuild it.”

Bainbridge says that Machu Picchu is another site his team wants to help preserve and restore, as storms and earthquakes have jeopardized some of the ruins in Peru.

“I’m just excited to see how these tools are going to be used in the future, because there are a lot of tragedies where you have buildings being destroyed and the complexity of having to rebuild these physically,” says Jennifer Rodriguez Flores, a senior studying environmental design at the university. “Having them digitally is a good opportunity. It’s good for understanding and appreciating historic architecture in new ways.”

While initiatives to maintain Lahaina’s historic architecture, like the Lahaina Restoration Foundation , have existed since the mid-20th century, and other projects to rebuild Lahaina are underway, this course is the only project using this technology for digital restoration, according to Park and Hyun.

“There are mixed feelings about what these things [A.I. and 3D modeling] bring to architecture and the art world, as well as our historic preservation,” says Flores. “But based on our experiences with the class, it’s important, and it’s interesting to see how these tools can be used to forever capture what these buildings were.”

And these animated 3D renderings were just one component of the assignment.

“We didn’t want the objective of the course to simply be constructing an old building; we wanted to reconstruct a 3D model of the old building and find a way to expand this usage,” says Hyun. “We wanted students to come up with interactive ways of how to invite people from outside remotely and share the community experiences of old Lahaina.”

The final deliverable included a stakeholder map, where students outlined the various touchpoints, processes and interactions between a virtual visitor and a potential interactive experience with the 3D model.

After conversations with students and experts on Lahaina’s historical preservation, Park and Hyun realized there is “more to just experiencing the old buildings.” Each building “had very specific, unique, communal experiences,” and “we realized if we can somehow mimic that virtually, it’s going to be a virtual place where people from all over can visit and experience those communal events,” Hyun says.

“My professors are making us imagine what these tools could be used for as a platform, like a video game, where you have the opportunity to interact with the building digitally,” Rodriguez Flores says.

While individuals worldwide can use virtual and augmented reality to explore historical sites from home with resources like HistoryView , these technologies also enhance the in-person experience for visitors at many iconic locations.

“If you go to the Acropolis in Greece, the temples are destroyed, but then they have 3D reconstruction technology and AR implemented,” Hyun says. “So they pass out iPads, and you use them to see a full, restored version, but then, with your real eyes, you see the damaged building.”

Students could also reimagine the building’s services to align with their vision for potential future use.

When Lahaina’s sugar cane industry dwindled, the town pivoted to tourism, becoming one of Hawaii’s most popular destinations. Today, many of Lahaina’s historic buildings, some of which were renovated in the past 50 years, operate as museums or tourist attractions.

Filikitonga wanted to work on the Old Lahaina Courthouse because of its potential as a valuable community space. Before the fire, the building’s first floor housed a small art gallery, gift shop and the Lahaina Visitor Center, and the second floor featured the Lahaina Heritage Museum, which primarily highlighted the town’s whaling history. Filikitonga’s group re-envisioned the courthouse as a government services resource for Lahaina’s residents to meet and vote in.

“Lahaina is a very tourist-friendly destination. It was probably the most popular town for people to visit on Maui. And, in some sense, I feel that the buildings in the town were so focused on engaging visitors and attracting them to the area that it didn’t really serve the community in any way,” Filikitonga says. “So my hope is that by the end of the semester, we don’t just leave with a really cool 3D model, but we leave with something that better reflects a town as well as better serves it.”

While ARCH 490 is an experimental course being taught for the first time, Park and Hyun hope it is offered again in the future.

They want to continue working with Lahaina; this is just the beginning, Park says.

“Sadly, one way or another, these things will happen,” Hyun says. “But then if we do this thing right, and if we set examples of how to preserve and collect the data from now on, this can become a standard so we can easily reconstruct the damaged buildings more easily, physically and virtually. I just really hope this thing will be helpful for society.”

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Aaron Boorstein | READ MORE

Aaron Boorstein is an intern with  Smithsonian magazine.

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Course 213: Integrating Performance-based Compliance into the Design Process

The training illustrates the use of energy modeling following the framework of ASHRAE Standard 209 – Computer Simulation Aided Design throughout the design development, encompassing all phases of the design process including the schematic design, construction document, and compliance documentation phases. The topics focus on design decisions made at different design stages that may lead to projects failing to comply with code using the performance path, such as the high fenestration area, inefficient orientation, ventilation rates exceeding minimum code requirements, inefficient ventilation system design, and others. The training also covers the relevant new rules of the performance path, such as the envelope backstop introduced in the NY Stretch and changes in enforcement practices on projects with CHP. The training will provide specific examples of designs that may not meet the code due to recent changes to requirements.

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Cloud 9 features a sustainable design with translucent membrane

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Cloud 9 Sports Center, designed by MAD Architects, is in the central business district’s northern section of Central Park in Shijiazhuang, the most populous city of China’s Hebei Province. It is approximately 6,000 square meters in size and has an athletic complex with a gym, indoor and outdoor tennis courts, and commercial spaces.

The sports facility blends in with its surroundings and functions as an extension of the park and a place to work out. A translucent membrane material envelops the building’s soft, flowing facade, producing a brilliant “cloud” that mimics the surrounding landscape. Public areas, outdoor courts, and green spaces are strategically placed around the building and connected with the park to improve community access. Early in the process, the center’s design included several characteristics to improve both its use and environmental sustainability.

Strategically placed cooling towers on the second level solve underground ventilation problems, maximizing airflow and creating around 5,200 cubic meters of ground area available for leisure. To further integrate the form with its surroundings, the first-floor roof extends towards the park and is partially covered in green vegetation. The metallic-coated ETFE membrane material is used for the building’s second and third-story outside skin. This membrane helps hide the building’s volume and reduces visual obstacles from the cooling tower, taking into account the building’s influence on the adjacent park.

The building facade transforms the sports facility into an exhibit of urban life, highlighting the surrounding urban environment and visitor activities. A semi-outdoor stairway is designed on the side of the building that faces Central Park.

The center is expected to be completed in the upcoming year, 2025.

Project Info

Area : About 6,000 square meters Construction Area: 5,217 square meters A bove-Ground Construction Area: 2,299 square meters Underground Construction Area: 2,918 square meters Partners : Ma Yansong, Dang Qun, Yosuke Hayano Associate Partner: Li Jian Design Team: Guo Xuan, Pan Siyi, Miao Fangyi, Lai Hanzhang, Deng Wei, Qiao Xuantong, Faye Wong, Wang Lei, Li Cunhao Owner : Shijiazhuang Central Business District Development Co., Ltd. Architectural Design: MAD Architectural Affairs Institute Grade A Design Institute: Northern Engineering Design Institute Co., Ltd. Interior Design: MAD Architectural Office, Hong Kong Yihui Commercial Design Co., Ltd. Landscape Consultant: SWA Group Curtain Wall Consultant : Yinghaite Engineering Consulting (Beijing) Co., Ltd. Lighting Consultant : Beijing Ningzhijing Lighting Design Co., Ltd.

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Three Interdisciplinary Projects Receive Design Initiative Funding

May 07, 2024

For its Spring 2024 cycle, the Design Initiative at Dartmouth (DIAD) announced three faculty and staff design project grants to enable collaborative, creative applications of design methodologies to scholarship and social impact.

A shrine in Southwest Nigeria, designed by Susanne Wenger and her Nigerian collaborators. (Photo courtesy of Adedoyin Teriba)

"I'm delighted to see how faculty and staff from all corners of campus are using design methods to seed and scaffold creative collaboration," says Eugene Korsunskiy , associate professor of engineering and DIAD co-director.

The framing, approach, and design of each project is unique:

Storing Images of Divine Nigerian Architecture in a (Digital) Cloud

Adedoyin Teriba , assistant professor of art history, and Xiaoyao Fan , assistant professor of engineering, are bringing the study of religious sculptures and modern architecture in West Africa together with the study of digital image processing techniques for a course that bridges their disciplines. Professor Teriba and a student are traveling to Austria and Nigeria this summer to capture aerial images of important religious and architectural contributions of Susanne Wenger . This archive will be added to Teriba's courses in modern architectural history and modern and contemporary architecture in West Africa. Students in Professor Fan's ENGS 111: Digital Image Processing class will then analyze and enhance the images while also learning some art history from Teriba, who will introduce the work's historical and cultural significance to the engineering students.

Prepare to Launch: DYL courses for Dartmouth first-gen undergraduates

Janice Williams , associate director of the First-Generation Office Prepare-to-Launch (P2L) Program , is incorporating "designing your life" (DYL) programming into P2L to provide more targeted career support for first-generation students. DYL, a design-rooted methodology of life and career navigation, has already been integrated into some components of the Dartmouth Engineering curriculum. Williams plans to integrate DYL into P2L's programming this Fall, providing space, resources, and individual instruction that aims to teach students to "think like designers—with adaptability and curiosity—so they may build a love for trying things and solving life's wicked problems," says Williams.

Navajo Rug Weaving

Laurie Furch , department administrator for Native American and Indigenous Studies, Jayde Xu , Hood Museum Fellow, and Jacquline Wernimont , associate professor of film and media studies and Distinguished Chair of Digital Humanities and Social Engagement, will use the funding to bring internationally renowned fifth-generation Navajo weavers Lynda Teller Pete and Barbara Teller Ornelas to campus for a multi-day workshop. Open to a small group of faculty, staff, and community members from July 14–19, the workshop will provide an experience of cross-disciplinary hands-on learning.

Their proposal states, "Weaving involves engineering of looms, which can be as simple as branches suspended from trees to make clothing or rugs, to complex machinery that can be used in cardiovascular applications—such as an aortic abdominal aneurysm graft or a heart valve skirt—or for orthopedic injuries. Weaving patterns can be as basic as those done by preschoolers or wildly elaborate, such as jacquard; it's both a science and an art. Across fields of study, we also hope to prioritize and center an Indigenous way of knowing to make all our work better culturally informed. For participants, our hope is that this workshop will provide a tactile learning experience that actualizes concepts across studies."

For more information about this workshop, contact Laurie Furch, [email protected] .

DIAD's next faculty and staff design project grant cycle will occur this summer with an application deadline of June 30, 2024. Questions? email [email protected] .

For contacts and other media information visit our Media Resources page.

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Home & House Stagers in Lytkarino

Location (1).

• Use My Current Location

Popular Locations

• Albuquerque
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• Lytkarino, Moscow Oblast, Russia

Professional Category (1)

• Accessory Dwelling Units (ADU)

Featured Reviews for Home & House Stagers in Lytkarino

• Reach out to the pro(s) you want, then share your vision to get the ball rolling.
• Request and compare quotes, then hire the Home Stager that perfectly fits your project and budget limits.

A home stager is a professional who prepares a house for sale, aiming to attract more buyers and potentially secure a higher selling price. They achieve this through the following techniques:

• Rearranging furniture to optimize space and functionality.
• Decluttering to create a clean and spacious look.
• Making repairs to address visible issues.
• Enhancing aesthetics with artwork, accessories, and lighting.
• Introducing new furnishings to update the style.

Their goal is to present the house in the best light. Home stagers in Lytkarino help buyers envision themselves living there, increasing the chances of a successful sale.

• Decluttering
• Furniture Selection
• Space Planning
• Art Selection
• Accessory Selection

Benefits of the home staging in Lytkarino:

• Attractive and inviting: Staging creates a welcoming atmosphere for potential buyers.
• Faster sale: Homes sell more quickly, reducing time on the market.
• Higher sale price: Staging can lead to higher offers and appeal to a wider range of buyers.
• Showcasing best features: Strategic arrangement highlights positives and minimizes flaws.
• Stand out online: Staged homes capture attention in online listings.
• Emotional connection: Staging creates a positive impression that resonates with buyers.
• Easy visualization: Buyers can easily picture themselves living in a staged home.
• Competitive advantage: Staging sets your home apart from others on the market.
• Affordable investment: Cost-effective way to maximize selling potential and ROI.
• Professional expertise: Experienced stagers ensure optimal presentation for attracting buyers.

What does a Lytkarino home stager do?

What should i consider before hiring an interior staging company, questions to ask potential real estate staging companies in lytkarino, moscow oblast, russia:, business services, connect with us.