Students will be encouraged to actively partake in class discussions and group work. A variety of teaching methodologies including the use of case studies, research assignments, lectures and on-site visits to historic buildings will be employed. The lecturer will act as facilitator to the students’ learning process. Frequent and immediate feedback regarding any assignments should be given to students.
Module Aim:
The aims of this module are to:
• To develop the students’ knowledge and understanding of how our built is embedded in the tourism sector.
• To develop an awareness in students of Ireland's Culture and Heritage
• To introduce students to how tourists consume, engage with and interpret Irish Built Heritage
• To make students aware of the political and social influences that helped shape our architectural heritage.
Learning Outcomes
On successful completion of this module the learner should be able to:
LO1
Demonstrate a knowledge and understanding of Ireland’s built heritage
LO2
Identify and describe the different architectural styles most frequented in Ireland
LO3
Identify and evaluate the key important role that the built environment contributes to the tourism sector
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed.
No requirements listed
Module Content & Assessment
Indicative Content
Buildings as a tourist attraction
Built heritage. Understanding the evolution of buildings in Ireland from medieval times to 1900. Understanding how tourists consume built heritage
Presentation
The care and presentation of cultural heritage. Using historic buildings as venues for tourism and event enterprises.
Creating attractions around vernacular traditions
Assessment Breakdown
%
Continuous Assessment
100.00%
Continuous Assessment
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Presentation
Students are required to present to their colleagues a 10minute presentation on a topic relating to the Regency period in Ireland’s architectural history.
3
5.00
n/a
Essay
Students will be required to find appropriate source material in order to compose a two thousand word research report on a topic relating to contribution that an aspect of built heritage makes to the tourism sector
1,2,3
25.00
n/a
Project
Students will be required to find appropriate source material in order to compose a two thousand word essay on a topic relating to the development of vernacular traditions in a given area.
1,2
20.00
n/a
No Project
No Practical
End of Module Formal Examination
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Formal Exam
Final Exam
1,2,3
50.00
End-of-Semester
Continuous Assessment
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Essay
Students will be required to find appropriate source material in order to compose a two thousand word research report on a topic relating to contribution that an aspect of built heritage makes to the tourism sector
1,2,3
20.00
n/a
Presentation
Students are required to present to their colleagues a 10 minute presentation on a topic relating to the Regency period in Ireland’s architectural history.
3
5.00
n/a
Project
Students will be required to find appropriate source material in order to compose a two thousand word essay on a topic relating to the development of vernacular traditions in a given area.
1,2
25.00
n/a
No Project
No Practical
End of Module Formal Examination
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Formal Exam
n/a
1,2,3
50.00
End-of-Semester
SETU Carlow Campus reserves the right to alter the nature and timings of assessment