2022/3, Trimester 1, FACE-TO-FACE, Edinburgh Napier University
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| Occurrence: | 001 |
| Primary mode of delivery: | FACE-TO-FACE |
| Location of delivery: | MERCHISTON |
| Partner: | Edinburgh Napier University |
| Member of staff responsible for delivering module: | Behrang Vand Alimohammadisagvand |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
The aim is to advance the learner's knowledge, comprehension and problem solving abilities using a combination of lectures and tutorials. Use is made of practitioners from outside agencies, together with research and consultancy input, to ensure that the learning experience is based on current real-life Sustainable Development issues. Leading construction sector professions have identified sustainability as a key challenge for the industry. A number have introduced a need for sustainability to be tested out in their assessments of professional competencies,A substantial amount of research material generated by the Building Performance Centre, Centre for Timber Engineering and the Scottish Energy Centre is embedded in the teaching material of this module.The variety of teaching methods and types of assessments ensure that a range of backgrounds and aptitudes are catered for. The lecture and tutorial materials are available in hard and electronic format (on Moodle) to cater for the diverse student group. Timetabled academic supervision is available each taught week of the module to support students. Reference to International Standards is included.
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The provision of formative feedback is a key component of the LTA approach underpinning this module. Formative feedback opportunities are built into each practical session where the student will be encouraged to engage with and reflect upon module's themes via a series of different learning tasks. These tasks provide opportunities for the module tutor to assist students with understanding and interpretation of a module's learning outcomes.Formative feedback is delivered in-class time in response to student contributions both individually and collectively. Formative feedback arises via the discussion and analysis of tutorial questions, practical examples/cases and associated reflection on a range of learning tasks. In addition, a formal formative feedback session is timetabled to allow students to present drafts of their submissions for comment before final submission is made.
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The final assessments is based on two components. The first component is a group work and each group focuses on one of the module contents and present their understanding. This component is worth 40% of the final assessment. The second component is a report of the written project focused and derived on LO1-6. This component is worth 60% of the final assessment.
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| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Lecture | 24 |
| Face To Face | Tutorial | 12 |
| Independent Learning | Guided independent study | 164 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Centrally Time Tabled Examination | 100 | 1-6 | 14/15 | HOURS= 03.00 |
| Component 1 subtotal: | 0 | |
| Component 2 subtotal: | 100 | | | |
| Module subtotal: | 100 | | | |