The module aims to:
1. Develop a design discourse based on a critical position. A specific theme of exploration on housing issues is driven by students, building on their theoretical and-or historical research developed in ARCH753 (Housing History and Theories from 1900 to the Present) or other.
2. Provide the students with knowledge to understand the differences and challenges of diverse forms of housing developments, including but not limited to, public housing schemes, community-based initiatives, cooperatives, private developments, and real-estate speculative projects.
3. Promote the students’ understanding of the variety and complexity of the stakeholders involved in the development of housing projects.
4. Investigate housing policies that drive urban developments (e.g. UN sustainable cities), as well as exploring national policy and practice documents that frame the housing production.
5. Provide students with the knowledge and skills to identify appropriate data sources and analytical tools to build up a solid argumentative base for their designs.
6. Link critical and theoretical positions to design, understanding the urban form in direct relationship to society and lifestyles. Through questions of housing, students are invited to test the capacities of design as a powerful tool for social, political, and economic transformation.

Research-by-design projects can be associated with a specific place, housing type, urban, social, technical, economical, and political issue or a theoretical agenda with a particular focus on housing. A first round of research and exploration is undertaken in groups to determine the design agendas' focus. The projects (developed in groups or individually) based on this research exploration can be developed into a specific urban strategy, or a theoretical design agenda with a particular focus on housing design. Students submit drawings, reports and models/construct ions presented to review panels for open forum discussion. Visiting experts engaged in professional practice or academia bring an external (often international) perspective to the area of study.

(LO1) The ability to prepare design discourse, concepts, strategies that relate to and satisfy the ambitions of the project that challenge contemporary practices of housing design.

(LO2) Ability to evaluate how different modes of housing production is shaped by and can shape policies, guidelines, and regulations locally, nationally, and internationally.

(LO3) Ability to assess and interpret the roles of stakeholders in sectors (private-public) of the housing production and their approach to design, to develop ways to intervene and become active participants in this production.

(S1) Improving own learning/performance - Reflective practice

(S2) Time and project management - Personal organisation

(S3) Information skills - Information accessing: Locating relevant information/data and translating to design related issues. identifying and evaluating information sources

(S4) Design Research Skills - All Information skills

(S5) Personal attributes and qualities - Initiative

(S6) Critical thinking and problem solving - Creative thinking

(S7) The ability to select, utilise and invent appropriate visual, oral, and written methods that will effectively communicate complex housing theories, concepts, and designs in real life scenarios.

The study-focus of the Housing Design Crisis Studio will vary depending on the agenda of the overall research topic of the studio (please refer to the annually changing design brief) and the interest of students within this topic. However, lectures, seminars and group project work will be used to explore the theory and practice of a contemporary urban housing issue of a certain impact in terms of its social, economic, and political relevance.
The design process will build on an analytical data base of case studies which will be interrogated through a theme identified in their theoretical module (Housing History and Theories from 1900 to the Present ARCH753) or other. Similar design studios have explored themes such as density and intensity, circulations and shared spaces, regulations and spatial governance, standards and comfort, development and ownership, constructions and systems, environmental performance and strategy, layouts and living dynamics, just to name a few.
St udents will be requested to generate their own research agenda leading to a design project. Visiting experts alongside University of Liverpool based housing academics will bring critical agendas to lead the focus of the projects. The design process will be accompanied by additional lectures and discussion sessions involving leading housing specialists from practice and academia including historians, architects, environmental designers, planners, and social scientists, etc.
Tutorials will be conducted individually or in groups at weekly intervals. Additional lectures will be captured. Handouts will be delivered at the beginning of selected sessions for guidance. All materials including reading lists (essential and recommended) and lectures will be available online on Canvas. Two critical reviews will be organised in the duration of the project development. Formative assessment takes place towards the project's end but several weeks before final submission.
Final deliverable s will be combined in a portfolio which demonstrates the students understanding of various modes of communication that is required to convey their housing design. The portfolio items will include 15-30 pieces. The authentic assessment is ensured by the presentation of the portfolio. The presentation of the portfolio can materialise in one of different forms such as a website, exhibition, pamphlet, or design handbook, varied to suit the students’ project or the studio brief. The deliverables are calibrated to fit a balanced workload and comparability. Students will gain confidence through their conversations with different experts and discuss their work during tutorials and in midterm and final reviews. Therefore, the six hallmarks and attributes of the University of Liverpool Curriculum 2026 will be met, while student employability will be enhanced by acquiring key criteria for the development of their own research-led design projects to be delivered by the third term of the Hou sing MSc programme. Paving their way to ARCH723 (3rd term 60 credit module), students will be able to debate their findings and ideas in small group tutorials, besides discussing the appropriate methodologies to shape their research led design agendas, as well as getting formative feedback in Q&A sessions.

Teaching Method 1 – Tutorial
Attendance Recorded: Yes
Description: Most weekly sessions through the semester will be structured as tutorials. The one-hour session will be formatted as workshops, in which the students will discuss their project and presentation, including topics, methods, locations and other related issues. One of these workshops might include a visit to a selected site inside or outside the UK (depending on circumstances). In addition, professional experts will be invited to discuss real-world related cases/issues with the students in some of these workshops. Description of how self-directed learning hours may be used: Students will be directed to reading lists and additional sources and information on Canvas and other digital online material. Students will be encouraged to choose and develop their own case studies for the coursework and presentation.

Teaching Method 1/a – Group Learning
The studio will consist of discussions in smal l groups throughout the semester. Their length may vary from year-to-year and will be identified in their yearly renewed studio brief. Though assessed individually, group discussions will enable the generation of new ideas and learning from peers. Tutorials in this case will be given to the student group.

Teaching Method 2 - Seminars
Attendance Recorded: Yes
Description: The studio will include reading seminars workshops introducing key topics in the module. Punctual lectures and presentations will be given by tutors, guest or students. These will be followed by a seminar session.
Description of how self-directed learning hours may be used: Students will be directed to reading lists and additional sources and information on Canvas and other digital online material.

Teaching Method 3 - Reviews (shown as formative feedback in table)
Attendance Recorded: Yes
Description: The studio will include two critique sessions with external reviewers. These session s will help analyse the students’ proposals; students’ presentations will be followed by a Q&A session.
Description of how self-directed learning hours may be used: Students will be encouraged to keep track of comments and follow up with discussions with their peers.

Teaching Method 4 - Field Work
Attendance Recorded: No
Description: A non-mandatory visit takes place to sites/places of interest pertinent to the project aims.
The majority of teaching will be delivered face to face on campus. Online delivery will be used to complement the on-campus delivery and where technology affords a better learning experience