The course develops design skills, i.e. the ability to project one's vision into the future through critical, selective and synthetic ability, applied autonomously, for the conception and realization of complex building organisms, conceived with specific reference to the links with the context, the technological culture and according to eco-sustainability principles. The student acquires a working methodology for managing complexity through the project and for coordinating the different and specific skills involved. These skills are acquired through the analysis and teacher-guided design of even unconventional building. The interdisciplinary design applications are carried out in team and: - stimulate the student's need and opportunity to make informed choices, also based on the integration of sometimes limited or incomplete information and its interpretation; - encourage autonomous learning and judgement skills and reflections on social and ethical responsibilities, linked to the application of their knowledge. Within the teams, skills and working abilities are developed and experienced through collaboration, confrontation, respect and willingness to be guided. In the comparison between the teams and during the recurring checks, the ability to communicate clearly and decisively the results of the activities is developed, justifying project choices with specialized and non-specialized languages. After completion of the course, the student is able to: - identify, to collect and analyze context data (place, climate, urbanistic and regulatory constraint); - analyze and systematize functional requirements; - analyze and apply spatial and technological requirements; - analyze comparatively and apply structural, constructional, energy and plant systems; - evaluate the relevant performance responses. - systematize specialist knowledge in an interdisciplinary way; - evaluate in a critical and comparative way different design and technological choices. - attain a complete and feasible design solution according a systemic vision and eco-sustainability principles.

Ability to apply know-how acquired in the first level training activity related to the functional-spatial and technological design of a building and ability to express and represent it according to the relevant standards through the management of technical documentation and the use of up-to-date tools, from the scale of the territory to the construction detail scale.

Complexity and systemic approach: project as complex system Integrated Design: definition, principles, criteria, procedures Collaborative approach and problem-solving techniques in Integrated Design process Green building and built environment eco-sustainability Low energy building design fundamentals Circular economy strategies in building systems, sub-systems and components design Circular economy strategies in on-site and off-site construction process Maintainability and construction details: design criteria Building envelope technological design: principles, solutions Plant system integration into the architectural organism Sustainability assessment methods as guide and support for design process Verification of completeness and congruence of technological solutions according to the maximum efficiency of global choices Human Centered Design fundamentals

The course is divided into theoretical lessons, thematic seminars held by experts and practical application activities. The practice exercise consists in the elaboration of a complete technological project in its components, developed under the guidance and supervision of the teacher according to successive levels of technical in-depth study, following a reiterative process of verification of design choices at different scales of intervention. The project activity is based on an experiential learning methodology called "learning by doing" and is carried out in student groups, each one organized according to specific pre-established skills, simulating a real design team, in a kind of role game. Where possible, the composition of the groups will be oriented by experimentally applying "Team Building" techniques. The training activity also includes in-depth illustration of exemplary case studies and some educational visits to significant construction sites.

Slides of the lessons, specific bibliographical references and other teaching material to support the training path are made available to students during the course through the Didactics Portal. Suggested in-depth texts: − Deplazes, A. eds. (2005). Constructing Architecture. Materials, processes, structures: a Handbook. Birkhäuser, Basel – Berlin - Boston. − Smith. P.F. (2005). Architecture in a climate of change. Architectural Press, USA. − Moe, K. (2008). Integrated Design in Contemporary Architecture. Princeton Architectural Press, New York. − Szokolay, S. V. (2008). Introduction to Architectural science, the basis of sustainable design. Elsevier Oxford, UK. − Eastman, C. Teicholz, P., Sacks, R., Liston, K. (2011). BIM handbook: a guide to building information modeling for owners, managers, designers, engineers, and contractors. John Wiley & Sons, Hoboken, New Jersey. − Emmit S. (2013). Architectural Technology. Wiley-Blackwell, Oxford, UK. − Tichkiewitch, S., Brissaud, D., eds. (2013). Methods and Tools for Co-operative and Integrated Design. Springer Science & Business Media. − World Green Building Council (2013). The Business Case for Green Building. A Review of the Costs and Benefits for Developers, Investors and Occupants. WGBC, London. − Keeler, M., Vaidya, P. (2016). Fundamentals of Integrated Design for Sustainable Building. John Wiley & Sons, Hoboken, New Jersey. − Mumovic D., Santamouris M., eds. (2018). A Handbook of Sustainable Building Design and Engineering: An Integrated Approach to Energy, Health and Operational Performance. Routledge, New York. − Fleming, R. (2019). Sustainable Design for the Build Environment. Routledge, New York.

Exam: Compulsory oral exam; Group project;

The learning check takes place all over the course through continuous reviews and discussions of design choices, team by team or collectively. The final assessment is individual. The exam consists of the evaluation of an individual oral test and the evaluation of the results of the project team activity. The individual oral text consists of 2 or 3 questions relating the topics of the theoretical lesson and technological lectures. The evaluation of the oral text represents the 30% of the final assessment. The evaluation of the results of the team project activity foresees the presentation of the project in a synthetic form to the whole class (10%) and is completed with the subsequent exposition and discussion of the project work, group by group (60%). The synthetic presentation of the project will be held at the closing of the course lessons. The project work, checked step by step during all the course, will be presented in a printed form and handed in on the day of the exam. The ability to integrate the knowledge acquired during this and other courses and contexts, and the ability to explain, document and critically support the synthetic choices and their congruence to the different scales of the project is required. The degree of autonomy of judgment and communication skills of the team members are checked, as well as the completeness, correctness and consistency of the project drawings. The individual check of the acquisition and understanding of specialist knowledge and the ability to apply it correctly is carried out through the oral examination, which includes questions relating to theoretical and applicative aspects and is assessed according to criteria of exposition clarity and completeness, correctness and consistency of content.

In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.