CHAPTER ONE

1.0 INTRODUCTION
As any other field of studies which Faculty of Environmental Technology is not exceptional,
it required certain spaces and equipment to carry out its function effectively. Faculty of
Environmental Technology according to Nigerian University Commission (NUC) should
include; drawing studies, computer room, modeling work shop, photography laboratory,
seminar room, jury space, departmental laboratory, and offices for staff.
The Architecture major establishes an intellectual context for students to interpret the relation
of form, space, program, materials and media to human life and thought. Through the
Architecture curriculum, students participate in the ongoing shaping of knowledge about the
built environment and learn to see architecture as one among many forms of cultural
production. At the same time, the major stresses the necessity of learning disciplinary-
specific tools, methods, terms and critiques. Thus, work in the studio, lecture or seminar asks
that students treat architecture as a form of research and speculation which complement the
liberal arts mission of expansive thinking.

1.1 AIM AND OBJECTIVES

The aim of this project is to design a conducive learning and teaching environment with all
required facilities for both staff and students of various department.

1.2 OBJECTIVES
 To provide Standard learning spaces such as Classroom, Drawing studios, laboratory,
workshops etc.
 To provide a functional inter-spaces arrangement
 To provide proper building orientation to reduce the natural hostile climate effects to
minimum for maximum human comport.
 To provide proper landscaping.
1.3 SIGNIFICANCES
 ARCHITECTURAL SIGNIFICANCE
The project will provide a single structure that will accommodate personals for a conducive
learning environment.
 ECONOMIC SIGNIFICANCE

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The proposal will bring about employment to the state, thereby boosting the economic system
of the state.
 SOCIO – CULTURAL SIGNIFICANCE
The proposed design will bring different culture and ethnic groups into the state together and
will help in sharing and learning the different cultures and languages.

1.4 JUSTIFICATION OF THE PROJECT

The project is as a result of the need to provide a standard faculty of environmental Science
based on Nigerian University Commission (NUC) set of standard for easy Accreditation and
reaccreditations, built in its permanent site.
1.5 SCOPE
The faculty of environmental Science will include the followings:
 Offices
 Drawing studios
 Computer lab.
 Photography lab.
 Modeling work shop
 Jury spaces
 Seminar room
 Storage spaces
 Board room
 Departmental laboratory
 Conveniences

1.6 LIMITATION
The main constrain in carrying out this research work is lack of access to a standard faculty
of environmental Science that was based on the set of standard by the Nigerian University
commission (NUC).
1.7 RESEARCH METHODOLOGY
The case study methodology was used in the project where by three case studies was
conducted at various institution where faculty of environmental science is existing. In
Federal University of Technology Yola Adamawa State, Federal polytechnic Bauchi,

2
Abubakar Tafawar Ballewa University Bauchi. Literature review and set of standard from
(NUC) was also used supplement the case studies.

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 CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 INTRODUCTION
To design the Faculty of Environmental Studies to house the four departments in the faculty,
its offices and classrooms and studios, the Dean’s office, faculty library and ICT, and a
conference hall of about five hundred sitting capacity. Each department should be allocated a
floor space, including the dean’s office, for a total of five floors. It proposes that learning
environment must embrace a diverse and complex world of people, places, and ideas. While a
tremendous amount of attention has been paid to standards, assessments, professional
development, curriculum and instruction, learning environments are an essential component
to supporting positive 21st century outcomes for students. While relationship to physical
spaces and technological systems to learning continues to be ever important, even more
important is how, and whether, the environments support positive human relationships that
matter to learning (Ingenium–Room for Learning, 2009).
2.2 THEORY OF ARCHITECTURAL TECHNOLOGY
The earliest surveying written work on the subject faculty of environmental science.
According to the Roman architect Vitruvius, a good building should satisfy the three
principles. Commonly known by firmness, commodity and delight. An equivalent in modern
English translation durability and beauty.
DURABILITY: - A building should be stand up robustly and remain in good condition.
UTILITY: - It should be suitable for the purpose for which it is used.
BEAUTY: - It should be aesthetically pleasing.
2.3 HISTORY OF FACULTY OF ENVIRONMENTAL TECHNOLOGY
The History of Art and Science concentration offers training in the historical interpretation
and critical analysis of the visual arts and science. It develops the skills of visual
discrimination and verbal expression fundamental to art historical analysis. 
Encompassing material from the widest range of geographic and historical origins, art history
is itself a multifaceted discipline embracing many different methods, perspectives and
interests. Sometimes it deduces from works of art the time and place of their making, or the
identity of their makers. Sometimes it examines how concepts, ideals, and sensibilities of
people of the past are expressed in their art, and further, how that art influenced wider aspects
of their culture. Sometimes it explores within large-scale fabrications (buildings, towns,
cities) the dynamic between human and natural worlds. These and other approaches are
4
reflected in the teaching and scholarship of the History of Art and faculty of environmental
Technology. 
Training in the critical analysis of art seeks to clarify the perception and understanding of
how artworks relate to the techniques and materials used in their making, and to the
environment in which they are seen. It also fosters the ability to make and explain judgments
of quality and value. Instruction in critical analysis is aided by the history of art and faculty of
environmental Technology partnership with one of the world’s greatest teaching museums,
comprising the Fogg, Busch-Reisinger, and Sackler Museums. This offers students a unique
opportunity of first-hand study of original works of art in many media Concentration
requirements ensure that students are well versed in both the historical and critical facets of
the field. Generally, course work offers coverage of the history of art, while a sequence of
small-group tutorials develops critical skills. For students with a special interest in
architecture, quantity survey, building technology, urban and regional planning, survey and
geo-informatics, estate management among others with the concentration offers courses on
architectural history and urban planning, while also helping to advise in, and coordinate,
relevant coursework undertaken beyond the department. Courses in the History of Art and
science undergraduate curriculum are structured as a three-tier system, consisting of a
sequence of entry-level and field-specific introductory courses, upper-level courses, and
tutorials. 
Tutorials are small-group seminars which discuss the methodology of the discipline or
examine a specific research topic in the discipline. These are intended to provide increasing
expertise in critical and analytical thinking, and serve as a basis for independent senior
research projects. The senior thesis offers a student the opportunity to apply in greater depth
one or more of the methods and aims developed in courses and tutorials, although, of course,
theses often deal with subjects not included in class work.  The concentration in History of
Art and science can be pursued in conjunction with several other concentrations, most
commonly Visual and Environmental Studies, English, Anthropology, Literature, area
studies, or Romance Languages. Together with the Departments of the Classics, Near Eastern
Languages and Civilizations, and Anthropology, the faculty of environmental Technology
initiates students in the study of archaeology. 
Faculty of environmental Technology concentration is an effective core to a liberal arts
education, and not merely pre-professional training for future art historians. The faculty of
environmental Technology is virtually unique among academic disciplines in studying the
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products of societies in every part of the world over the entire span of history, from the
Paleolithic cave paintings to the works of our closest contemporaries.
2.4 ORIGIN OF FACULTY OF ENVIRONMENTAL SCIENCE

Throughout ancient and medieval history, most of the Faculty design and construction was
carried out by artisans such as stone masons and carpenters, rising to the role of master
builder. Until modern times, there was no clear distinction between architect and engineer. In
Europe, the titles architect and engineer were primarily geographical variations that referred
to the same person, often used interchangeably.

It is suggested that various developments in technology and mathematics allowed the

development of the professional 'gentleman' architect, separate from the hands-on craftsman.
Paper was not used in Europe for drawing until the 15th century but became increasingly
available after 1500. Pencils were used more often for drawing by 1600. The availability of
both allowed pre-construction drawings to be made by professionals. Concurrently, the
introduction of linear perspective and innovations such as the use of different projections to
describe a three-dimensional building in two dimensions, together with an increased
understanding of dimensional accuracy, helped building designers communicate their ideas.
However, the development was gradual. Until the 18th-century, buildings continued to be
designed and set out by craftsmen with the exception of high-status projects

In most developed countries, only those qualified with an appropriate license, certification, or
registration with a relevant body (often governmental) may legally practice architecture. Such
licensure usually requires a university degree, successful completion of exams, as well as a
training period. Representation of oneself as an architect through the use of terms and titles is
restricted to licensed individuals by law, although in general, derivatives such as architectural
designer are often not legally protected. To practice architecture implies the ability to practice
independently of supervision. The term building design professional (or design professional),
by contrast, is a much broader term that includes professionals who practice independently
under an alternate profession, such as engineering professionals, or those who assist in the
practice of architecture under the supervision of a licensed architect such as intern architects.
In many places, independent, non-licensed individuals may perform design services outside
the professional restrictions, such design houses and other smaller structures.

6
2.5 TEACHING AND LEARNING

Process is important for learning, and the way learning occurs is as important as the content
of the learning itself (Orr, 1991). If the implementation of environmental sustainability in the
faculty curriculum requires closer integration between lectures and studio, then the role,
purpose and delivery of the lecture must be examined critically, including an understanding
of the responsibilities of the lecturer and the design tutor. Cole (1980) describes concisely
four key factors that influence the success of technical lectures, namely:

 Teaching and learning will be inefficient if the information presented is either

inaccessible to, or inconsistent with, the needs of the studio program.
 The student finds excessive information difficult to digest.
 If the information presented is not seen as relevant the overall credibility of the lecture
and material will be lost, causing frustration on the part of students and lecturers, who
may notice a drop in attendance.
 When specific types of information are introduced too early and inappropriately, these
pieces of information may have a strong bias on the design itself (Rutherford and
Wilson, 2006).

Traditionally, an education in environmental design embarks upon what has commonly been
termed left- brained thinking. This approach to teaching aims to develop students to become
“good problem solvers through the knowledge of mathematics and physical science” (Kirk
and Mulligan 1996). Lectures are structured in a linear sequence, taking students step-by-step
through environmental processes and techniques, although this approach rarely develops
imagination, creativity, perceptual or spatial skills, and has consequently often been deemed
unsuitable for a truly integrated design-based program. Indeed, Albrecht (1984) explains
(within Rutherford and Wilson, 2006): “the claim by brain scientists that current education is
biased toward one side of the brain cannot be taken lightly. At present, students receive a half
brained education that not only undermines the whole brain but also impairs the functioning
of the left hemisphere since the use or misuse of one side has negative implications for the
other side”.

This seriously questions traditional environmental pedagogy. If the role of an environmental

education in the faculty curriculum is to explore learning within the context of its application,
where students speculate, explore and make propositions in a creative and rigorous manner,
7
then the lecture as a format must move away from this hemisphere- dominated pedagogy.
This necessitates a considerable departure from an entirely left-brained, analytic and
sequentially objective processes — where the aim is to find the absolute correct answerto one
that embraces right-brain features, encompassing the skills of problem synthesis through
creative and critical thinking, intuition and imagination (Rutherford and Wilson, 2006)

These right-brain processes unlock a domain of possible solutions and therefore offer a more
holistic approach to problem solving. Only through the combination of both hemispheres can
the potential of an integrated environmental curriculum be realized. Interestingly, design
studio can be implicated for moving too far in the other direction, developing solely right-
brained processes. Over ‘abstract’ problems are often defined in briefs that rely entirely on
imagination and visual processing skills without involving left-brain processes such as
analysis and logic that are often responsible for rig ours. Indeed, Albrecht (1984) cites that
with respect to solely a left brained education, “even greater harm is inflicted in which the
strengths of students are largely associated with the right hemisphere”. It would seem
incumbent upon architecture educators to develop both of these hemispherical processes at
appropriate points in the academic curriculum. However, taking as a starting point the view
that teachers of architecture, both academic and practitioner, are a product of their own
learning experience often significantly biased towards a half-brained education a fundamental
attitudinal change on the part of both the institution and staff must take place in a forum that
sees both the design studio and the lecture as a place for active learning. A place where
material comes together “fostering unity between the learning process and the learner”
(Auchey et al. 2000). There are two techniques that could prove successful to such aims:
problem-based learning and applied learning.

In problem-based learning (PBL), the motivation provided by the challenge supplies the
incentive to learn (Smith, 2009). As Selenter (1988) suggests, acquisition and application of
knowledge cannot occur one after the other, since when knowledge is provided without any
context or practical use, it will be difficult for the learner to recall it at the times when it is
needed. Problem-based learning teaches hot only the information but also the thinking
strategies concerned. It involves students being given a problem and struggling to find the
answer, therefore increasing their interest levels in the subject as they have a need for the
knowledge (.Gelenter, 1988). Besides successfully transferring information, this technique
makes the knowledge more memorable as students have struggled to obtain it trains students
8
in a new way of thinking, provides the skills required to solve problems (Leroy et al., 2001)
and promotes life-long learning (Grosskopf, 2004):

Applied learning, on the other hand, relies on the assumption that we learn when we are
interested and motivated in the subject matter, and that learning is more efficient when we
combine theory and perceptual knowledge (Levy, 1980). Also known as ‘learning by doing’,
applied learning is funded on the idea that students must use the knowledge they have learnt
in a practical task, thus becoming engaged in the learning process (Smith, 2009). It links
awareness and knowledge to understanding and application, ensuring that students have the
ability to use practically the principles they have acquired. Engagement is one of the main
processes to induce motivation; therefore, the student is prompted to become more involved
in the learning, facilitating the triggering of deep as opposed to surface learning (KoIb and
Kolb, 2005; Warburton, 2003). This method allows students to put into context what they are
learning alongside their real life experiences and can be reinforced providing ‘live’ building
applications (e.g., real construction projects, field trips, etc.) where students can practically
visualise the information that they are being taught and appreciate their value. It also allows
the formation of multi-layered and holistic links between theory and practice (Filho, 2000);

2.6 INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE

FACULTY CURRICULUM

Amongst the opportunities to leave room for self-reflection, deep learning and critical
understanding in the faculty curriculum whilst combining theoretical knowledge, empirical
skills and analytical tools can be given by new pedagogical techniques derived from
Information and Communication Technologies (ICTs). In this context, the use of e-learning
here used as an ‘umbrella’ term to capture a range of techniques, including collaborative
learning, virtual learning environments (VLEs), blended learning and so on is an area that is
rapidly becoming core to many teaching and learning institutions, in the effort to enhance
their educational provisions and meet professional demands (Mizban and Roberts, 2008).

the application of e-learning in fields such as medicine, engineering, computer-aided design

and manufacturing offers proof of its ability to provide the necessary learning environment to
facilitate inter-, intratrans- cross-disciplinary collaboration between specialists in distinct
areas, skills that are fundamental to the achievement of an integrated design process
(Bakman, 2008). ICTs have been recognized as an opportunity to establish new ways for
9
students to learn, work and collaborate with their tutors and peers, locally and globally. These
techniques may offer a solution to address some of the dichotomies within the architectural
curriculum, providing the potential to fill the gap between creative design and technical
sciences towards the acquisition of multi-disciplinary knowledge. In fact, virtual learning
tools and technologies can enhance both learning and teaching, providing easy and open
access to information and educational materials at anytime, from anywhere, and supporting
collaborative learning activities to motivate participants through interactive resources. E-
learning and ICTs can also present an appropriate response to the significant challenges that
higher education is currently facing, with particular reference to:

 The need to broaden the geographical boundaries of universities and support lifelong
learning and CPD;
 The increase in enrolment in higher education, with more pressure on space and staff
time;
 A diverse student body (e.g., mature students, international students, students based in
the workplace);
 New financial challenges, including changing expectations of academic roles;
 Changes in professional market, with more integrated teamwork and communication
between disciplines.

Undeniably, ICTs and e-learning can provide higher education with new methods to foster
deep and critical thinking and bestow flexible learning and more responsive delivery
techniques. More specifically, the following may play a key role in supporting a successful
curriculum in architectural disciplines:

 Virtual studio environments, where students can engage in the exploration and
communication of design, interact with tutors and their peers, develop skills in team-
working, exchange cultural knowledge, etc.;
 Shared repositories and databases (e.g., technical information, case studies, exempla of
best practice);
 Software developed to assist students in analyzing and reflecting on their design or a
specific element of their coursework (e.g., environmental performance of buildings), or
develop bespoke expertise;

10
 Virtual reality and simplified 3D CAD applications, which can be immersive or non-
immersive;
 E-Portfolios, wikis, weblogs and web pages, where students can display and share their
design work;
 Communication and live dissemination tools, such as videoconferencing, pod-casting,
iTunes U, etc.

However, although students from the ‘iPhone generation’ largely demonstrate fluency and
familiarity with ICTs, there is a risk that they could solely rely on the most basic
visualization, search and learning tools, not developing the necessary critical and analytical
insights necessary to relate technical knowledge with evidence-based design work. Therefore,
in the architectural curriculum, ICTs and e-learning should by no means be considered as a
substitute for studio andlectures. Yet, by enabling some pedagogical activities to take place
outside the physical boundaries of the studio, the effectiveness of the pedagogical
methodology can benefit in increasing engagement of students in learning. This holds the
potential to encourage reflection and critical understanding, improving the richness and
diversity of design, supporting students’ awareness of design-related issues, promoting
methods of communication, and enhancing the quality of the learning experience. Clearly,
these new forms of flexible and responsive education will by necessity have to be coupled
with conventional pedagogical methods, but their implementation surely holds the potential
to reiterate the need for a holistic approach in the training of architects, where design is not
only seen as a creative problem-solving exercise but where cross-referencing, imaginative
reconstruction and independent thinking can foster critical understanding improving the
richness and diversity of design, supporting students’ awareness of design-related issues,
promoting methods of communication, and enhancing the quality of the learning experience.
Clearly, these new forms of flexible and responsive education will by necessity have to be
coupled with conventional pedagogical methods, but their implementation surely holds the
potential to reiterate the need for a holistic approach in the training of architects, where
design is not only seen as a creative problem-solving exercise but where cross-referencing,
imaginative reconstruction and independent thinking can foster critical dialogue across
disparate fields of knowledge (Altomonte, 2010; Shah, 2010).

The total teaching load for the proposed curricular structure would be 360 European Credits
(ECTS). 300 European credits are equivalent to ten semesters of 30 credits each. Each year is
11
made up of two semesters, and the outstanding 60 credits will be devoted to the final design
project of the sixth year. All subjects — including the design studio — have a teaching load
of 6 credits each, which are equivalent to four teaching hours a week, on a total of four
teaching hours a day and five days a week, with fifteen weeks per semester. The application
of active learning methodologies breaks off the traditional division between theory and
practice. A ratio of 20-25 students per teacher is proposed for every group within studio, with
a total of 16 groups per semester.

2.7 TEACHING BY COMPETENCES

The development of environmental competences provides a great opportunity to guide the

curricular improvements at the Faculty of environmental Science of Seville. In this sense, the
headship of the School is working towards the introduction of some methodological changes
in the curriculum in line with the Bologna Process and the establishment of a European
Higher Education Area.

One of the most important initiatives of the headship is to promote the translation of the
syllabus of each module into competences and learning outcomes that students should
acquire, instead of contents to be delivered and learned. To this aim! several projects are
being carried out with the purpose of encouraging teachers’ participation in this task in an in-
depth and personalized way. The aim of these activities is to involve as many teachers as
possible in the development of the competences and learning outcomes of the modules they
teach, which would ensure in the medium and long term a real and clear development of such
competences in terms of professional knowledge acquired.

These initiatives can provide an opportunity to foster the introduction of environmental and
sustainability issues starting from the development of competences and learning outcomes.
This can constitute the basis the transversal transfer of such competences and skills to the
complete syllabus of the School of architecture. This process of incorporating environmental
and sustainability aspects in the syllabus of the Faculty of environmental Technology of
Seville can be potentially applied to all Faculty of environmental Technology in Spain.

2.8 THE DEPARTMENT OF ARCHITECTURE

The Architecture major establishes an intellectual context for students to interpret the relation
of form, space, program, materials and media to human life and thought. Through the

12
Architecture curriculum, students participate in the ongoing shaping of knowledge about the
built environment and learn to see architecture as one among many forms of cultural
production. At the same time, the major stresses the necessity of learning disciplinary-
specific tools, methods, terms and critiques. Thus, work in the studio, lecture or seminar asks
that students treat architecture as a form of research and speculation which complement the
liberal arts mission of expansive thinking.

2.9 THE DEPARTMENT OF QUANTTITY SURVEY

Quantity surveyors manage the costs on a construction project. They help to ensure that the
construction project is completed within its projected budget.
2.10 THE DEPARTMENT OF URBAN AND REGIONAL PLANNING
Urban and regional planners develop land use plans and programs that help create
communities, accommodate population growth, and revitalize physical facilities.

2.11 THE DEPARTMENT OF BUILDING TECHNOLOGY

It has been recognized and appreciated that the building process requires highly skilled labour
to deliver quality product promptly . Hitherto this expectation is yet to be archived and as a
consequence the industry has suffered a number of setbacks-cost and time overrun,
abandonment of building projects, building collapse, and premature decay of our
environment .therefore, of necessity, building most be handled by qualified professionals who
are adequately and properly trained

2.12 THE DEPARTMENT OF INDUSTRIAL DESIGN

The industrial programme is concerned with the development of creative strategies in the
provision of technological solutions to problems that are related to the specific needs of the
industry and the society in general. The programme places emphasis on the development of
high professional skills as well as exploration and development of indigenous materials in the
areas of ceramics, graphics and textiles design. It also focus –s on producing graduates of
highly quality with creative skill and entrepreneurial knowledge that can make them self
reliant as well as employable by the printing , textiles and ceramics industries.

2.13 THE DEPARTMENT OF ESTATE MANAGEMENT AND VALUATION

Estate management concerns the appraisal, acquisition, development, marketing and disposal
of property, or sometimes the ongoing management of property. Estate management includes

13
wide category of commercial property such as offices, hostels, and retail development, or it
can encompass residential .

2.14 THE DEPARTMENT OF SURVEY AND GEO-INFORMATICS.

Surveying and Geoinformatics is a multi-disciplinary profession that provides data for the
spatial location of the Earths features and other environment information or parameters
necessary for mapping, cadastral work, designing and location of engineering works,
planning of all types, land administration, prospecting for and exploitation of natural
resources, space exploration, natural and man-made disasters, communication facilities,
utilities and the like. It has strong connections with and draws heavily from mathematics,
physic, computer technology programming and packages.

2.15 NIGERIAN UNIVERSITY COMMISSION CURRICULUM

The Nigerian Universities Commission amended and empowers the Commission to lay down
minimum standards for all programmes taught in Nigerian universities. Consequently, the
Commission in collaboration with the universities and their staff developed minimum
academic standards for all the programmes taught in Nigerian universities in 1989. The
Federal Government subsequently approved the documents in 1989. After more than a
decade of using the Minimum Academic Standard (MAS) documents as a major instrument
of accreditation, the Commission in 2001 initiated a process to revise the documents. The
curriculum review was necessitated by the fact that the frontier of knowledge in all academic
disciplines had been advancing with new information generated as a result of research. The
impact of Information and Communication Technologies on teaching and learning and the
competitiveness engendered by globalization were also compelling reason for the curriculum
review. Other compelling reasons included the need to update the standard and relevance of
university education in the country as well as to integrate entrepreneurial studies and peace
and conflict studies as essential new platforms that will guarantee all graduates from Nigerian
universities the knowledge of appropriate skills, competences and dispositions that will make
them globally competitive and capable of contributing meaningfully to Nigeria’s socio-
economic development. Congnisant that the content-based MAS documents were rather
prescriptive, a decision was taken to develop outcome-based benchmark statements for all the
programmes in line with contemporary global practice. To actualize this, the Commission
organized a stakeholders’ statements were developed for each programme in all the
disciplines taught in Nigerian universities. Subsequent to this exercise, it was discovered that
14
the benchmarch-style statements were too sketchy to meaningfully guide the development of
curricula and were also inadequate for the purpose of accreditation. Given this scenario, the
Commission therefore considered the merger of the Benchmark Style Statements and the
revised Minimum Academic standards into new documents to be called Benchmark
Minimum Academic Standards (BMAS) as an amalgam that crisply enunciates the learning
outcomes and competences expected of graduates of each academic programme without
being overly prescriptive while at the same time, providing the requisite flexibility and
innovativeness consistent with a milieu of increased institutional autonomy. Following this
decision, the Commission initiated the process to produce the documents. The first, in the
series, was the conduct of Needs Assessment Survey of Labour Market for Nigerian
graduates. This was carried out for all the disciplines taught in Nigerian universities. The
exercise involved major stakeholders particularly employers of Nigerian graduates. The
objectives of the need assessment survey included identification of expected knowledge,
attitudes and skills for graduates and their ability to fit into the requirements of the new
national and global economy. Secondly, a workshop was held at which academic experts
across Nigerian universities including vice-chancellors participated with the objective of
effecting the merger. At the end of the workshop, draft BMAS documents were produced for
the thirteen disciplines and the General Studies programme taught in Nigerian Universities.
The documents were later sent to the Universities offering relevant disciplines for comments
and input. Following the return of the inputs and comments from the universities to the
Commission, a one-day workshop was held at which invited academic experts studied and
incorporated the comments and inputs into the draft document. To ensure that the documents
were free from technical errors, the documents were sent to another set of academic experts
for editing who also attended a one-day workshop to finally harmonize the BMAS
documents.
Following the aforementioned processes, BMAS documents were produced for the under
listed academic disciplines:
i) Administration; Management and Management Technology;
ii) Agriculture, Forestry, Fisheries and Home Economics;
iii) Arts;
iv) Basic Medical and Health Science
v) Education;
vi) Engineering and Technology;
15
vii) Environmental Sciences and Technology;
viii) Law;
ix) Pharmaceutical Sciences
x) Medicine and Dentistry;
xi) Science;
xii) Social Sciences;
xiii) Veterinary Medicine.
The process has been a rather long and tortuous one but it is gratifying to note that the
BMAS documents will for long be an enduring academic covenant between the universities
and the students that will be enrolled to study in their different programmes. On behalf of the
Nigerian Universities Commission, I wish to express my sincere gratitude to all Nigerian
universities and their staff for their cooperation and immense contribution towards the
development of the BMAS documents.

16
 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 INTRODUCTION
The research method is simply the process employed to collect data. Applied research is a
form of systematic inquiry, involving the practical application of science. (Nills 2013).
According to (business dictionary, 2015) ‘Applied research is the investigation of findings of
pure or basic research, to determine if they could be used to develop new products or
technologies’. It is defined as the research conducted to solve specific problems or to answer
specific question.

Therefore, the research methodology is divided into three: Literature review, Case study and
Analytical and comparative study. The research work appears to be a proposal for the faculty
of environmental design, which will provide specific strategies so as to solve the problems
with regards to the faculty of environmental design. Methodology is said to be divided into
primary and secondary sources; primary sources are case studies, interviews, questionnaires,
etc. And secondary involve the review of existing literature.

 PRIMARY SOURCE

Case Studies: Case study can simply be defined as a process carried out by a student or any
professional to critically investigate, observe, and analyze an existing building structure that
is similar to his/her proposed project. The study methods involves systematically gathering
enough information about a particular person, social setting, event, or group to permit the
researcher to effectively understand how it operates or functions as well as providing
information on problems being faced by the existing building being analyzed to allow for
correction, innovation, and improvement in the design of the new proposed project, it is a
method that is basically useful and qualitative. The three (3) case studies carried out on this
research were based on two (2) local case studies and one (1) international case study.

Interviews: An interview is essentially structured conversation where two participants ask

questions, and the other provide answer, in common parlance, the word ‘ interview’ refers to
a one on one conversation between an interviewer and an interviewee.

Questionnaire: Questionnaire is a research instrument consisting of a series of questions (or

other types of prompts) for the purpose of gathering information from respondents.

17
 SECONDARY SOURCE

Secondary source describe, summarize, or discuss information or details originally presented

in another source. Meaning the author in most case did not participate in the event. Example
of secondary sources are publications such as textbooks, magazines, articles, book reviews,
commentaries, encyclopedia, etc . Secondary sources used in this research include

1. Textbooks
2. Journals
3. Internet
4. Magazine articles and
5. Other research projects duly cited.

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3.2 CASE STUDIES ONE:

LOCATION: Redlands CA

NAME: Faculty of environmental science

CLIENT: University of Redlands

BUILDING TYPE: Institutional

ARCHITECT: Meyer and Allen

YEAR OF COMPLETION: January, 2006

MATERIAL USED: 230mm and 150mmSand Crete Hollow block are used for both the
external and internal walls, finished with cement, mortar plaster and painted with emulsion
paint. Glasses are used for windows, 0.5mm thick long span Aluminum roofing sheet, the
doors used are panel doors made of metals and wooden while the windows used are casement
windows made of aluminums and glass.

Structural Element: The structural element used in the project includes steel portal frame,
reinforced concrete slab and beams etc.

Sub- Structure: Deep strip foundation supported by portal frame

Super- Structure: Sand Crete hollow block, wooden roof members, long span aluminum
roofing sheet etc.

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20
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 AVAILABLE FACILITIES
 Drawing Studio
 Offices
 Lecture theater
 Computer room
 Laboratories
 Convenience
 Board room
 Drawing Studio
 Offices
 Lecture theater
 Computer room
 Laboratories
 Convenience
 Board room

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 MERITS
 Provision for future expansion
 Proper building orientation
 Proper ventilation system
 Provision for natural lighting for studios
 Good facilities
 DEMERITS
 Classes are small
 Landscaping are not well defined

 CASE STUDY TWO (2)

 LOCATION: Bauchi State
 NAME: School of environmental science

CLIENT: Abubakar Tafawa Ballewa University

ARCHITECT: unknown

YEAR OF COMPLETION: 2006

Material Used: 230mm and 150mmSand Crete Hollow block are used for both the external
and internal walls, finished with cement, mortar plaster and painted with emulsion paint.
glasses are used for windows, 0.5mm thick long span Aluminum roofing sheet, the doors
used are panel doors made of metals and wooden while the windows used are casement
windows made of aluminums and glass

23
Structural Element: The structural element used in the project includes steel portal frame,
reinforced concrete slab and beams etc.

Sub- Structure: Deep strip foundation supported by portal frame

Super- Structure: Sand Crete hollow block, wooden roof members, long span aluminum
roofing sheet etc.

 AVAILABLE FACILITIES
 Drawing Studio
 Offices
 Multipurpose hall
 Lecture theater
 Computer room
 Laboratories
 Convenience
 Board room

 MERITS
 Provision for future expansion
 Proper building orientation
 Proper ventilation system
 Provision for natural lighting for studios
 Good facilities

 DEMERIT
 Dispatched building
 Lack of proper landscaping element such as green area kerbs hedge
 Poor lack of parking

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3.2 CASE STUDIES THREE (3)

LOCATION: Borno State Nigerian

NAME: School of environmental technology

CLIENT: RAMAT POLYTECHNIC BORNO STATE

Building type: Institutional

ARCHITECT: Unknown

YEAR OF COMPLETION: January 2008

Material Used:

230mm and 150mmSand Crete Hollow block are used for both the external and internal
walls, finished with cement, mortar plaster and painted with emulsion paint. Glasses are used
for windows, 0.5mm thick long span Aluminum roofing sheet, the doors used are panel doors

27
made of metals and wooden while the windows used are casement windows made of
aluminums and glass

Structural Element: The structural element used in the project includes steel portal frame,
reinforced concrete slab and beams etc.

Sub- Structure: Deep strip foundation supported by portal frame

Super- Structure: Sand Crete hollow block, wooden roof members, long span aluminum
roofing sheet etc.

 AVAILABLE FACILITIES
 Drawing Studio
 Offices
 Lecture theater
 Computer room
 Laboratories
 Convenience
 Board room
 Parking space

 MERITS
 Provision for future expansion
 Proper building orientation
 Proper ventilation system
 Provision for natural lighting for studios
 Good facilities
 DEMERIT
 No proper maintenance precaution
 Lack of proper landscaping element such as green area kerbs hedges
 Poor or lack of parking space

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  GOOGLE SITE LAYOUT

DEDUCTION FROM THE CASE STUDY

The following should be encompasses in the proposed design:
1.

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 CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS

4.5 CLIMATIC CONDITION

A comfortable living environment will naturally depend on the methodology adopted to
reduce heat, the effect of humidity and protection form rain and dust.
The climate of Adamawa State is tropical. It has two distiller climatic season the raining and
the dry seasons. The raining season is between April and October with an o week break in
August. Average rainfall is between 1500m in the far north of this region to 250cm in the
south. The rainfall is characterized by the south-west trade wind which blows from the
Atlantic Ocean and is wet and cool.
The dry season is characterized by the north-east trade wind which blows from the Sahara
desert which is dusty and dry the dry season last from November to April, and dry. The dry
season last between November and April, with a cool, humid and dusty harmattan period
between December, and January.
RAINFALL

Adamawa experience a distinct dry season and raining season. Rain start sometimes in April
to May and cessation begins from the mid-October to the end.

It has the mean monthly annual rainfall days span between 150-180 days with the highest
mean monthly rainfall in August when the atmosphere humidity is highest while the
maximum likely rainfall on any rarely exceeds some in serve storm condition. April and
October mark the beginning and cessation of rain which are usually associated with thunder
and lightning equally thunderstorm with dust

winds (445- 55 knots).

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45.1 TEMPERATURE
The degree of hotness or coldness in human terms is felt as air temperature. The response to
which is greatly influenced by the condition in air. Adamawa mubi records her highest
temperature during the dry season when there are no much clover changes. The average
temperature ranges between 25°C in the raining season and. 28°C in the dry season

4.5.2 HUMIDITY
Humidity sensibility to temperature is greatly affected by the humidity during the early
season average relative humidity in Adamawa is between 60%-80% per annum depending on
the season of the year- (dry or raining). The low relative humidity coupled with the extremely

33
high afternoon temperature account for the desecrating effect of the dry season. In the season,
the relative humidity is much higher especially in the moving hours where it teaches as high
as 82% the effect is to create heat trap. When this occurs, the general teaching is the
comfortable hot.

4.5.3 SUNSHINE
The sunshine in this region varies depending on the season of the year; the sunshine here is
lesser than that of the northern part of Nigeria. The amount of sun shine ranges between 8
hours per day during the dry season to 3 hours per day during the rainy season. The sun as the
major source of radiate energy provides about 97.6% of the energy required for physical
activities taking place on
1.5.4 WIND VELOCITY
This is the motion of air velocity to the earth’s surface due to none uniform distribution of
pressure and temperature in the atmosphere. The wind velocity in adamawa goes about 1
2km/hour in July/August. The North-East and South-West being the prevailing trade winds.

34
In particular, the velocity and direction of wind give the safety and regulation of buildings.

4.6 VEGETATION
The reverie areas of adamawa state have mainly margrave sharp vegetation. . The soil types,
here are the low productive sand in the south east and the fertile, clay soil in the North West.
The Northern fringes of the Adamawa state have savannah vegetation while the southern part
is mainly rain forest, with area of secondary growth and depart grass. This is largely due to
deforestation, the soil types are clay or porous trees grow quite well here.
The northern adamawa has savannah vegetation with the trees grow in widely. The soil is
gravely in the higher ranges.
4.7 GEOLOGY AND TOPOGRAPHY
The general regional slope rises gradually towards the west and south west with the elephant
grass as the prominent feature of the topography. Toward the east, the regional, slope fall
gradually on the low tying plans towards the north-east direction of the site.
4.8 DEDUCTION
Having collated and carefully studied the climatic data for the site a distinct approach will be
selected in the approach to the design and construction of the proposed project.

4.0 DESIGN REPORT

4.1 BRIEF PROPOSAL
35
The proposed the faculty of environmental is aimed at enhancing the utilization of the studies
spaces. The department’s educational program is oriented towards the self-awakening and
self-development. thus the provision of facilities in the department is to satisfy the
students. These facilities includes departmental units , lecture theater s, classroom ,
computer laboratory , modeling studio , jury space library , staff offices, loungs and
auxiliary facilities such as photography room and parking space so as to make the
facilities as self-contained as possible.
4.1 COMPONENTS OF THE FACULTY
The major components of the proposed faculty of environmental are the administrative and
academic units which comprises of classrooms, student offices etc.
The activities which will take place in the faculty has been identified and zoned accordingly,
such zoning was based on noise, privacy, security, and similarity of function.
ADMINISTRATIVE UNIT
This unit is mainly concerned with all form of administrative activities and it encompasses
technical and consultancy services.
ACADEMICS
Unit is the main section of the department which embodies all form of learning, teaching and
receiving lectures. Other related functions include class rooms, lecture theatre, studios.
STUDIOS
These is the main nucleus of the department, the design of this facility should be aimed
towards to making them a place where the use would like to work an portably. Based on the
users requirements and the number of equipment required, the studios are designed to be
flexible with the concept of open planning as the basis of the design. Consideration was also
given to storage of works. Lighting and orientation of the building are very important criteria
and adequate consideration of the factors was toted to create an environment where students
could completely go about the design process.
LIBRARY
This is the knowledge main source of the department. It is a place where both staff and
student go about their sedentary research. It is proposed to house all journals, books and
peppers which students of the school will need to carry out their respective research work. It
also provides audio-visual and photocopying facilities.
LECTURE FEATURE

36
This is provided to house large gathering of students which can be accommodated by seminar
and lectures. It will accommodate about 400 people.
COMPUTER ROOM
The provision of this facility become essential due to the cutlet trend in technology, in which
every aspect of development program can be related to the computer. The student and staff of
the department can here work out new uses for the computer in terms of developing programs
for the computers.
LOUNGE
This is also provided for the staff and students of the proposed department. This facility is the
main relaxation centre to be located near the busy design and work centers. This is where the
staff and students gather for information meetings.
COURTYARD
This is provide in outdoor learning process and relaxation. The courtyard is used to relieve
the monotony of the building from the visual boredom within and around the complex.
PARKING SPACE
The parking facilities for staff, students and visitors are provided, 60 parking lots were
provided.
4.4 SCHEDULE OF ACCOMMODATION
The table below shows the space/person and the total area covered by each space.

TABLE 4.5
s/n Space Area / person No (s) required Total Area ( m2)
( M2)
1.
2.
3.
4.
5.
6.
7.
8.

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 9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Minimum space required for the faculty
Source: NUC benchmark minimum academic standards for the department of architecture.
4.9 DESIGN SYNTHESIS
4.9.1 SITE DEVELOPMENT CONCEPT
The site development concept evolved from the zoning functions associated with map
activities that have been identified. The zoning of functions on site involves so many
considerations such as separation of noisy areas, effective circulation within the site.4
4.9.2 DESIGN CONCEPT
Based on the development concept, the design concept of form and planning is informed by
the arrangement of respective function and activities in an articulated manner for convenience
and harmony with the site.
Geometry of the form harmonizes with each other while functions
are linked by straight in unobstructed walk ways.
4.9.3 DESIGN PARAMETERS
Before an architectural design is to be qualified as successful it has to fulfill certain
requirements which include orientation, circulation, accessibility, efficient drainage system,
comfort, feasibility, fire precautions etc.
4.9.4 STRUCTURE INTERPRETATION

38
The structural frame of the department consist of peasant reinforced columns, beams and
hollows core floor in 3m x 5m grid, the layout of the whole complex is based in this grid. The
road structure is .a pitch roof of large span instructed of precast prestressed roof beam and
steel angle puling.
All these structural system are drained to create the uniqueness required of the department of
architecture.
4.9.5LIGHTING VIEWS AND VENTILATION
The direct day lighting is received through the window opening which treated with sun
shading devices to reduce solar radiation and glare views are provided through the window
towards the surrounding environment and the interior. Courtyards, artificial lighting is
provided to enhance visual contact.
Ventilation at all time is aimed at being sufficient and effective that is being cross through
and across the interior space. It is through the fenestration that the maximum effect of the
ventilation will be noticed.
4.9.6 LANDSCAPE
Landscape play an important role in modern architecture this is because the surrounding
environment of buildings enhances their beauty and this beauty is achieved through good
landscape.
Hence in the design proposal, soft and hand landscape have been employed. Soft surface
landscape includes: planting flowers and shrubs mixed to blend with the environment into a
quintessence, the hard landscape include terrace, pavements walkways and macadarnized
surfaces.
The landscape employed in this design proposal can give a character to the architecture of the
area, since the materials and plants employed are indigenous to the area.
4.9.7 MATERIAL AND FINISHES
The main structural material is reinforced concrete with massing concrete bricks for all non-
loads bearing walls. All walls and panels are finished with cement sand plaster and rendered
in berger pain to white and shades of green.
All doors for offices are finished with well-polished Masonic panel doors entrance door is
powder coated aluminum framed double sing door finished with 8mm clear reinforced glass,
all windows are aluminum horizontal sliding type except for toilet with top
4.9.6 LANDSCAPE

39
Landscape play an important role in modern architecture this is because the surrounding
environment of buildings enhances their beauty and this beauty is achieved through good
landscape.
Hence in the design proposal, soft and hand landscape have been employed. Soft surface
landscape includes: planting flowers and shrubs mixed to blend with the environment into a
quintessence, the hard landscape include terrace, pavements walkways and macadarnized
surfaces.
The landscape employed in this design proposal can give a character to the architecture of the
area, since the materials and plants employed are indigenous to the area.
4.9.7 MATERIAL AND FINISHES
The main structural material is reinforced concrete with massing concrete bricks for all non-
loads bearing walls. All walls and panels are finished with cement sand plaster and rendered
in berger pain to white and shades of green.
All doors for offices are finished with well-polished Masonic panel doors entrance door is
powder coated aluminum framed double sing door finished with 8mm clear reinforced glass,
all windows are aluminum horizontal sliding type except for toilet with top hung aluminuth
windows. Also horizontal pilot windows will be used for the exterior of the lecture theatre.
Precast terrazzo floor finish are used in all offices, learning spaces and corridor, concrete
paving will be used for courtyard walk way. Non-slippery tiles will be used in toilets and
sanitary area.
4.9.8 SITE LAYOUT
The final site and seedling layout evolved as a result of refining the adopted design layout
concept the integration of other site requirements such as services, road, parking facilities and
circulation routes brought the building layout to its final form of square cells concept with
open courtyard. Landscape elements both natural and manmade were utilized, such as trees to
provide shade around circulation routes, ledges to define circulation routes and segregate
areas, and ground cover to reduce solar radiation.

40
 CHAPTER FIVE
5.0 SUMMARY, CONCLUSION, RECOMMENDATION
5.1 SUMMARY
Every design scheme must be aimed at towards achieving set goals that wills serve as a yard
stick for measuring the success of the scheme at the end of the design process.
However, the design of educational institution should be geared towards providing facilities
which go in rhythm with the educational objectives of the institution and also providing an
environment capable of unfolding the creative spirit and rapid development of individual
studying there in/ The ultimate goal of the design is to provide an ideal department of
architecture for” the designers of the built environment the project work is centered towards
upgrading the users satisfaction int eh design studios, in the view of the present conditions of
the design studies in our existing schools which are mostly deserted by students, and the
studios tend to become a place where students hate to find themselves, because of poor
design in sufficient facilities.
The project has identified those problems and shutening associated with the existing
departments of architecture arid attempted to bring solutions and upgrade user’s satisfaction
through design.
5.2 CONCLUSION
Conclusively, the design objective and requirements were as much as possible kept in
forefront during the design process with the hope that resultant design reflects them and at the
same time epitomizes some of the good characteristics of good environmental design.
5.3 RECOMMENDATION
From the analysis of this project, the following recommendations are made;
Good functional solution
 A good functional and flexible studio spaces should be provided with all required
facilities and equipment.
 Functional arrangement of design facilities/furniture should he achieved through
effective circulation within the studio.
 The design studio should be well oriented for sufficient day lighting and effective
cross ventilation.
STRICTURE
The building should satisfy architectural, structural, mechanical and electrical service standar

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