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 Bachelor’s degree training activity related to the functional-spatial and technological design of a building. It is required to have acquired fundamentals of Building Design, Building Physics, Architectural Technology, Structural analysis. Ability to express and represent the architectural object according to the relevant standards through the management of technical documentation and the use of up-to-date tools (Revit, BIM), from the scale of the territory to the construction detail scale. Recommended texts: - Allen E. (2005), How buildings work. The natural order of architecture, 3rd edition. Oxford University Press. - Ballast, D. K. (2009). Architect’s handbook of construction detailing. John Wiley & Sons Hoboken, New Jersey. - Allen E., Rand P. (2016). Architectural Detailing: Function, Constructibility, Aesthetics, 3rd edition. John Wiley & Sons Inc, Hoboken, New Jersey. - Allen E., Iano J. (2019). Fundamentals of Building Construction: Materials and Methods, 7th edition. John Wiley & Sons Hoboken, New Jersey.

Sustainable architecture and technological design approach Complexity and systemic approach to the project Integrated Design process: definition, principles, criteria, procedures Adaptive reuse: design strategies and approaches. Sustainability assessment methods as guide and support for design process Passive design fundamentals: strategies, techniques and applications NZCB: circular economy strategies in building systems, sub-systems and components design NZCB: circular economy strategies in on-site and off-site construction process NZEB: principles, strategies and techniques for the building envelope Maintainability and construction details: design criteria Plant system integration into the architectural organism Verification of completeness and congruence of technological solutions according to the maximum efficiency of global choices

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. In order to ensure constant project activity throughout the course and to facilitate passing the examination at the end of the course, the exercise is organised according to a precise timetable. It includes checkpoints (milestones) that correspond to successive levels of in-depth project work, to achieve which precise work packages and tasks must be carried out, according to a typical European financial workplan. Each milestone includes a presentation of the work progress and some project deliverables. The project activity is based on an experiential learning methodology called "learning by doing" and is carried out in student groups (6-8 persons), each one organized according to specific pre-established skills, simulating a real design team, in a kind of role game. 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. Main reference text Pelsmakers, S., Donovan, E., Hoggard, A., Kozminska, U. (2022). Designing for the Climate Emergency: A Guide for Architecture Students. RIBA Publishing, London. Suggested in-depth texts: − Deplazes, A. eds. (2005). Constructing Architecture. Materials, processes, structures: a Handbook. Birkhauser, 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.

Lecture slides; Text book; Multimedia materials;

Exam: Written test; 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 written test and the evaluation of the results of the project team activity. The individual written text consists of 3 questions relating the topics of the theoretical lesson and technological lectures and their direct application in the project outputs. The evaluation of the written text represents the 50% of the final assessment. The evaluation of the results of the team project activity foresees the group summary presentation of the project in a synthetic form to the whole class (10%) and is completed with the subsequent wide exposition and discussion of the project work, group by group (40%). The summary 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 individual check of the acquisition and understanding of specialist knowledge and the ability to apply it correctly is carried out through the written 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 contents. During the summary group presentation, the team's ability to synthesise and the communication skills are verified, as well as the completeness, correctness and coherence of the contents exhibited with the contents of the project deliverables. During the exposition and oral discussion of the project works, the ability to integrate the knowledge acquired in different lessons and contexts is assessed, as well as the ability to explain, document and critically support the synthesis choices and demonstrate their congruence at the different scales of detail. Also assessed is the degree of autonomy of judgement in choices, the acquisition and understanding of specialist knowledge and the ability to apply it correctly and critically, as well as the completeness, correctness and consistency of the project deliverables. The maximum assessment in the written examination is achieved by answering all the questions posed in a clear, specific, complete and coherent manner, organising the development of the argument according to a logical sequence of concepts that is original, fluent and well concatenated. The maximum assessment for the summary presentation of the project is achieved by elaborating and presenting a clear, concise, readable and well-organised presentation of the main contents of the architectural project. The maximum assessment of the group project is reached: - by delivering all the required items (reports and technical sheets), which must be comprehensive, clear, complete, correct in form and substance and consistent with each other; - by presenting the project in a clear and complete manner from the general to the particular; - by convincingly arguing the design and technological choices.

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.