Duration
10h Th, 35h Pr, 1d FW, 55h Proj.
Number of credits
| Bachelor of Science (BSc) in Architectural Engineering | 5 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This design studio explores the conception of a sustainable and regenerative building through a systemic and multi-scalar approach, integrating the principles of the circular economy defined by the EN 18177 standard and the criteria of the GRO 2025 framework. The course combines theoretical inputs with hands-on experimentation in bioclimatic design, environmental performance, and circular construction strategies.
Students examine the relationships between density, functional mix, and quality of life while developing architectural solutions for complex programs such as a school or childcare center. The project evolves progressively, from urban integration to the selection of building components, including spatial organization, construction systems, and the integration of material, energy, water, and biodiversity flows.
The project answers, directly or indirectly, four questions that frame the reflection on the role of architecture in the face of the climate crisis: should architecture favor low-tech or high-tech approaches? What should we do to address climate change? How do we deal with heat waves, and what is the cooling hierarchy? What systems and building services should be selected for buildings?
Learning outcomes of the learning unit
By the end of this course, the student will be able to:
Analyze the specific challenges related to the spatial organization of complex educational facilities, particularly schools and childcare centers, from a regenerative sustainability perspective.
Investigate through design environmental issues related to energy, water, and materials and their contribution to a sustainable city.
Design a coherent architectural project that is both rigorous and creative across multiple scales of intervention, from urban form and the built ensemble to the building and its envelope.
Identify the appropriate scales and phases for the progressive development of an architectural project.
Develop a construction scenario incorporating meaningful technical details.
Defend the architectural project through oral presentation, written explanation, architectural drawings, architectural representation, 3D modeling, and physical models.
Translate theoretical knowledge into project development.
Transversal skills: organize personal work and coordinate within a team to develop a coherent work plan; search for, select, and critically evaluate relevant sources of information; persevere in the face of difficulties to reach an optimal solution; document, present, and clearly communicate a design project; plan activities effectively within the allocated time.
Prerequisite knowledge and skills
Compulsory prerequisite courses: Architectural Studio IA&B, ARCH3270-1 and ARCH0066-2, and Architectural Studio IIA&B, ARCH3260-2 and ARCH3261-1.
Recommended prerequisites: History of Architecture and History of Urbanism, ARCH0067-5 and ARCH0071-2; Architectural Design Methodology I and II, ARCH0002-1 and ARCH0006-2; Sustainable Building Construction Techniques IA&B, ARCH3258-1 and ARCH3259-1; Sustainable Building Construction Techniques II, ARCH0009-3; Mechanics of Materials I, MECA0001-2; Construction Materials, GCIV0184-5.
Planned learning activities and teaching methods
The course combines several learning activities designed to progressively integrate theoretical knowledge and practical skills.
The supervised design studio constitutes the core of the course. Project work is carried out individually or in groups and supported by regular critiques from the instructors.
Theoretical lectures introduce fundamental concepts, regulatory frameworks, and references in sustainable, bioclimatic, regenerative, and circular architecture.
Site visits provide opportunities for critical observation of buildings and urban spaces in order to analyze their spatial, technical, and environmental qualities.
Desk critiques provide individual or small-group discussions and direct feedback on project development.
Collective sessions encourage exchanges around readings, references, architectural precedents, and case studies.
Oral presentations, the Pre-Jury, and the Final Jury allow students to present, justify, and defend their architectural decisions before an academic and professional jury.
An architectural trip or study day complements the course through field immersion designed to reinforce knowledge and stimulate critical reflection.
These activities combine theoretical inputs, design practice, independent work, and continuous feedback in accordance with the intended learning outcomes.
Use of generative artificial intelligence Generative artificial intelligence may be used as an assistive tool for researching information and references, structuring ideas, and drafting and improving reports and texts. It may also be used to produce conceptual or explanatory diagrams intended to communicate principles, strategies, systems, or flows. Students remain responsible for verifying the information, sources, references, and content produced with the assistance of these tools.
However, generative artificial intelligence may not be used to generate, modify, or enhance architectural representations of the project. This prohibition includes interior and exterior perspectives, architectural or photorealistic renderings, atmospheric images, architectural views, visualizations of 3D models, and images generated or transformed from a 3D model.
Plans, sections, elevations, 3D models, perspectives, renderings, and other representations of the architectural project must result from the student's own design, modeling, and representation work using conventional drawing, CAD, BIM, 3D modeling, and rendering tools.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
The course is delivered entirely face-to-face.
Period: September to December, Q1.
Organization: weekly studio sessions, theoretical lectures, site visits, in-class desk critiques, oral presentations, Pre-Jury, and Final Jury.
Additional resources, including readings, documents, and visual materials, are provided via the MyULiège or G-Drive online platform.
Course materials and recommended or required readings
Other site(s) used for course materials
- G-Drive (https://drive.google.com/drive/folders/1OiF1UHGWOZSN-PMvjb7sIn79Nf4I8kfa?usp=drive_li)
Further information:
- Attia, S. (2018) Regenerative and Positive Impact Architecture: Learning from Case Studies, Springer International Publishing, London, UK, ISBN: 978-3-319-66717-1.
- MCDONOUGH, W., & BRAUNGART, M. (2010). Cradle to cradle: Remaking the way we make things.
- Gouvernement flamand, Gouvernement wallon, & Région de Bruxelles-Capitale. (2025). GRO 2025 : Référentiel pour la construction durable des bâtiments publics en Belgique. Bruxelles, Belgique. Retrieved August 5, 2025, from https://www.grogebouw.be
Exam(s) in session
Any session
- In-person
oral exam
Written work / report
Continuous assessment
Out-of-session test(s)
Other : Project Jury
Further information:
Assessment is based on continuous work, the progressive development of the project, the quality of the submitted documents, and the ability to present, justify, and defend design decisions.
The Site Analysis Report accounts for 10% of the overall studio grade.
The Pre-Jury accounts for 25% of the overall studio grade.
The Final Jury accounts for 65% of the overall studio grade.
Assessment considers the quality and coherence of the architectural project, its integration within the context, spatial quality, the relevance of bioclimatic and environmental strategies, the response to climate change and heat waves, the coherence of low-tech and high-tech choices, the selection and integration of building systems, the management of material, water, energy, and biodiversity flows, and the application of circular construction principles.
Particular attention is given to the student's ability to work coherently across different scales, from urban form and the built ensemble to the building, envelope, components, and construction details.
The quality of architectural representation is an integral part of the assessment. Plans, sections, elevations, perspectives, 3D models, physical models, details, and diagrams must clearly communicate the project and the decisions made.
Assessment also considers the student's ability to explain the design process, mobilize the theoretical knowledge acquired during the studio, justify design decisions, and clearly present and defend the project before the jury.
Work placement(s)
Organisational remarks and main changes to the course
It is obligatory to inscribe for the course.
Contacts
Guirec Ruellan
Civil engineer-architect, part-time teaching assistant
ARGENTO, Faculty of Applied Sciences, University of Liège
Building 52, Office: 0/440
13A Allée de la Découverte, B52/3 - Polytech 1 District
4000 Liège (Sart-Tilman), Belgium
Tel: +32 490 25 81 43 - Email: guirec.ruellan@uliege.be - www.sbd.ulg.ac.be
Charlélie Dagnelie
architect, part-time teaching assistant
ARGENTO, Faculty of Applied Sciences, University of Liège
Building 52, Office: 0/440
13A Allée de la Découverte, B52/3 - Polytech 1 District
4000 Liège (Sart-Tilman), Belgium
Tel: +32 490 25 81 43 - Email: charlelie.dagnelie@uliege.be - www.sbd.ulg.ac.be
Shady Attia
Civil engineer-architect, Professor
ARGENCO, Faculty of Applied Sciences, University of Liège
Building 52, Office: 0/542
13A Allée de la Découverte, B52/3 - Polytech 1 District
4000 Liège (Sart-Tilman), Belgium
Tel: +32 4 366 91 55 - Email: shady.attia@uliege.be - www.sbd.ulg.ac.be