Certificate in Energy Conservation and Environmental Services

Organisation profile

Atlantic Technological University (ATU) is one of the largest multi-campus universities on the island, serving a diverse group of learners, staff, communities and organisations from our region and further afield.

Training aim

The Certificate in Energy Conservation and Environmental Services aims to address current building regulation requirements for near zero energy buildings and retrofit of existing building stock. This is an area of upskilling which is in demand in the construction industry.

The objectives of the programme are:

1. To address the industry-led demand for regulatory knowledge, experience, and training in the areas of Energy Conservation and Environmental Services;

2. To explore new buildings and buildings other than dwellings, to a building regulation compliance standard;

3. To explore retrofit of existing buildings to a building regulation compliance standard.

The programme aims to afford advanced experience, knowledge and training to fulfil, in part, the onerous and challenging roles, duties and responsibilities associated with energy conservation and environmental services, in the built environment regulations, in the Irish Construction Industry. The programme aims to determine, critique and defend through in-depth training and experience an intimate knowledge of both the legislation and compliance requirements, and then synthesise newly acquired learning through project-based learning. Part C, D, E, F, G, H, J, and L, as well as sustainability issues, and the circular economy are outlined in this programme, in the context of both dwellings, and buildings other than dwellings.

The professions of architecture, engineering, building surveying, and architectural technology, amongst others, have a need for training in this area, particularly for new entrant graduates in the built environment who have recently entered the work force. This Certificate will provide a mentored experiential learning route for students. A multi-disciplinary cohort will be hugely beneficial and will provide a cross-pollination of ideas, shared experiences and model respect and understanding for the roles and responsibilities of all the disciplines involved in the built environment in the context of the building regulations.

Building regulation practitioners are very busy and struggle to fit professional development into their working lives. The longevity of any CPD or major award qualification in the context of professional development and building regulation education is reflected in varying professional development suggestions coming from each discipline and professional body.

One very important reason to keep up to date with CPD concerns the so-called ‘half-life’ of engineering education which relates to the fact that technical knowledge becomes outdated (Engineers Ireland, 2017, p4).

This holds true for building regulations and is particularly relevant when coupled with the fact that building regulations are constantly being updated.

In a rapidly changing environment CPD is the mechanism whereby we work to ensure that professionals are up to date in their fields (RIAI, 2018, p1).

It is worth remembering that any professional qualification gained has a limited shelf life when considered against the length of careers. The knowledge obtained when qualifying does not remain current, but is updated by training and personal experiences, i.e. by continuing professional development’ (Chartered Institute of Architectural Technologists, 2019).

This holds true for building regulation practitioners. The limited time qualifications awarded in higher education are valid would lend itself towards the idea of systematic and available refresher or maintenance CPD offerings in the professional development landscape in the context of the building regulations. This Certificate is designed to meet this requirement with specific tailored emphasis on energy conservation and environmental services.

Learning objectives

Module 1: Energy Conservation (Part L, F, J, C, D, Sustainability, and Circular Economy)

1. Investigate, determine and inform their knowledge, skills and experience relating to Part L Conservation of Fuel and Energy for Dwellings (L1, L2 and L6), The European Union (Energy Performance of Buildings) Regulations 2019, Regulation 7 and 8, Supplementary Documents, Acceptable Construction Details, Dwelling Energy Assessment Procedure, Health and Safety and best practice requirements in the Irish built environment, in a reasonably practicable way.

2. Investigate, determine and inform their knowledge, skills and experience relating to Part L Conservation of Fuel and Energy for Buildings other than Dwellings (L1, L4 and L5), Health and Safety and best practice requirements in the Irish built environment, in a reasonably practicable way.

3. Investigate, determine and inform their knowledge, skills and experience relating to Part C Site Preparation and Resistance to Moisture, including C3 Dangerous Substances, C4 Resistance to Weather and Ground Moisture and C5 Definitions, Health and Safety and best practice requirements in the Irish built environment, in a reasonably practicable way.

4. Investigate, determine and inform their knowledge, skills and experience relating to Part D Materials and Workmanship, including D1 Materials and Workmanship, D3 Definitions and Supplementary Documents, Health and Safety and best practice requirements in the Irish built environment, in a reasonably practicable way.

5. Investigate, determine and inform their knowledge, skills and experience relating to Part F Ventilation, F2 Condensation in Roofs, Health and Safety and best practice requirements in the Irish built environment, in a reasonably practicable way.

6. Exercise professional judgement in the implementation of enquiry into sustainable material choices for the circular economy in dwellings and buildings other than dwellings in the Built Environment.

Module 2: Services (Part E, F, G, H, J and D)

1. Investigate, determine and inform their knowledge, skills and experience relating to Part E Sound, E1 Sound, E2 Reverberation, E3 Definitions, Health and Safety and best practice requirements in the Irish built environment, in a reasonably practicable way.

2. Investigate, determine and inform their knowledge, skills and experience relating to Part F Ventilation, F1 Means of Ventilation, Supplementary Documents, Health and Safety and best practice requirements in the Irish built environment, in a reasonably practicable way.

3. Investigate, determine and inform their knowledge, skills and experience relating to Part G Hygiene, G1 Bathrooms and Kitchens, G2 Sanitary Conveniences and Washing Facilities, G3 Definitions, Health and Safety and best practice requirements in the Irish built environment, in a reasonably practicable way.

4. Investigate, determine and inform their knowledge, skills and experience relating to Part H Drainage and Wastewater Disposal, H1 Drainage Systems, H2 Wastewater Treatment Systems, H3 Definitions, Health and Safety and best practice requirements in the Irish built environment, in a reasonably practicable way.

5. Investigate, determine and inform their knowledge, skills and experience relating to Part J (J1 to J7 inclusive), Health and Safety and best practice requirements in the Irish built environment, in a reasonably practicable way.

Course outline

This certificate is designed for a multidisciplinary cohort across the built environment disciplines e.g. Architecture, Engineering, Building Surveying, Architectural Technology, and Construction Management, amongst others. A multi-disciplinary cohort will be beneficial to the programme as it will provide a cross-pollination of ideas, shared experiences and appreciation for each other’s roles and responsibilities in the Built Environment.

This is offered as a stand alone Certificate as well as an embedded minor award in the MSc in Built Environment Regulation, and the Post Graduate Diploma in Science in the Built Environment Regulation.

Trainer's profile

Irene Hayden

Lecturing/Teaching Experience:

• 2005 - 2007 - GMIT Castlebar Campus

• 2007 - Present - GMIT Galway Campus

Relevant Work Experience:

• 2001 - 2005 - Atkins, Thases Water Secondment - Project Manager, Chartered Engineer

• 2000 - 2001 - Patrick J Tobins, Consultant Engineers - Engineer, Architectural Technologist

• 1999 - Kilkenny County Council - Housing - Acting Exec. Architect/Graduate Engineer

• 1997 - Niall J Kearns, Architects - Student Architect

• 1996 - 1997 - Patrick J Tobins, Consultant Engineers - Engineer, Architectural Technologist

• 1992 - Volunteer, Romaina - Student Architect

Academic Qualifications:

• 2015 - Present - Lancaster University - Ph.D. in Higher Education: Research, Evaluation and Enhancement. Working title: An investigation into the experience of online learning using a visual building regulation pedagogy and its position in the wider professional development landscape

• 2022 - IT Sligo - Digital Badge in Graphic Facilitation

• 2018 - AIT - PG Dip Teaching, Learning and Assessment

• 2011- UU - MSc Renewable Energy and Energy Management (Distinction)

• 1999 - NUIG - BE Civil Engineering (First class honours)

• 1995 - City & Guilds - AutoCAD 2D

• 1994 - QUB - BSc Architecture

Membership of Professional Bodies:

• MCIAT Chartered Architectural Technologist, 2016

• CEng MIEI Chartered Engineer, 2004

• C Build E FCABE Chartered Fellow, 2022

• IGBC Membership

Course duration

2 semesters

Assessment & certification

Each module is passed when all the learning outcomes are demonstrably passed. A student handbook will be made available for all learners which will contain further information. A continuous assessment calendar will be coordinated between all Module Leaders on the programme.

Assessments can be used to ‘facilitate student learning’ (Dabbagh, Marra & Howland, 2019, p27), noting that ‘multiple measures of (authentic) assessment is simply good pedagogy’, reducing the possibility of cheating and increasing the likelihood of ‘a true measurement of competency and performance’ (Palloff & Pratt, 2009, p27).

In the taught modules a variety of assessments will be considered on a module-by-module basis:

(1) Assessment is conducted through applied project-based experiential learning using formative and summative assessment. An element of project work will be required to be submitted by all candidates. Ideally, if candidates are working on a live-project for a client, for example, they can use this for their project-based experiential learning. Students will be encouraged to use live projects from work for the project-based learning elements of assessment, if at all possible. This is reflected in the credits allocated to work based-credit projects. Otherwise, the project can be chosen from a selection offered to candidates by every module leader and can be chosen by candidates to suit their discipline area. Each assigned project will relate to specific learning outcomes for each module.

(2) A combination of rigorous authentic mixed (e.g. 10 questions selected from 100) Multiple Choice Quiz (MCQ) questions after the delivery of new learning will be used to mirror the structure of the teaching and learning delivery in each taught module. Some MCQs will incorporate visuals and authentic problem-based learning scenarios. An 80% pass rate will be required from all learners for the MCQs. This is to reflect the significant importance of each and every aspect of Built Environment Regulation and their impact on society, while also reflecting the candidates' professionalism, speciality and expertise in these areas. An opportunity to retake any MCQs which do not meet this high pass grade will be afforded to candidates by each Module Leader before completion of each module.

(3) Eaton (2016) suggests using ‘real-world settings’ by incorporating authentic applied examples to encourage engagement in blended and online learning. A similar finding is reported by Vasileska et al. (2013) in the use of visual simulation tools for teaching nanotechnology online, thus reinforcing this finding. Dabbagh, Marra and Howland (2019, p6) suggest that 3D immersive learning experiences are suitable in an online learning environment for healthcare careers. They are equally so for teaching, learning, and assessing building regulations visually. Dabbagh, Marra and Howland (2019, p45) report that a 3D simulation developed some additional pedagogical affordance such as:

1. Providing exploratory, experiential learning-by-doing

2. Providing a safe environment for trial-and-error learning

3. Providing authentic context

4. Supporting formative feedback and a personalised learning experience

A takeaway from this is that 3D Virtual Reality (VR) will be useful to depict real-world scenarios as a visual simulation tool when learning or being assessed on aspects of the building regulations and health and safety regulations, for example. This will be used in conjunction with scenario problem based-learning incorporating applied visual immersive authentic assessment practice in the face-to-face classes as group work which, with peer assessment, will produce summative and formative assessment feedback.

Who should attend

Candidates must hold a cognate level 8 Bachelor (Hons) degree with a minimum grade classification of H2.2 or equivalent, in an appropriate Built Environment undergraduate programme or equivalent. Candidates who do not meet the H2.2 performance standard in a Level 8 award will be required to pass a qualifying assignment at an H2.2 performance standard as established by the Programme Board for the programme in question and as approved by the Registrar.

In accordance with ATU policy recognition of prior learning can be used to gain access to or exemption from this programme. ATU is committed to the principles of transparency, equity, and fairness in recognition of prior learning (RPL) and to the principle of valuing all learning regardless of the mode or place of its acquisition. Recognition of Prior Learning may be used to:

(i) gain access or advanced entry to a programme at Stage 2 or higher, subject to available places.

(ii) gain credits and exemptions from programme modules after admission

(iii) in award years RPL will be considered, to a 50% maximum (30 credits)

Academic Code of Practice No. 6 outlines the policies and procedures for the Recognition of Prior Learning. Guidance for applicants is provided on myexperience.ie.

English Language Requirements will be as determined by ATU as published in the Access, Transfer and Progression code. Further details on English language requirements are available at http://www.gmit.ie/international/english-language-requirements-0