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 a complex 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, list and classify site analysis data (place, climate, built context characteristics, regulatory constraints); - analyze and systematize functional requirements; - analyze and carry out spatial and technological requirements; - analyze comparatively and carry out structural, constructional, energy and plant choiches; - evaluate the relevant performance responses. - systematize specialist knowledge in an interdisciplinary way; - evaluate in a critical and comparative way different design and technological choices. - create a complete and feasible design solution according a systemic vision and eco-sustainability principles.

Students are expected to: Recall and carry out fundamentals of Building Design, Building Physics, Architectural Technology, Structural analysis. Carry out appropriate standards, technical documentation and up-to-date tools (Revit, BIM), from the scale of the territory to the construction detail scale for the correct representation of the architectural objects. 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 technical approaches. Sustainability assessment methods as guide and support for design process Passive design fundamentals: strategies, techniques and applications Net Zero Carbon Building: circular economy strategies in building systems, sub-systems and components design Net Zero Energy Building: principles, strategies and techniques for the building envelope technological design Maintainability and construction details: design criteria, functional models and technical solutions 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 a practical application activity. The theoretical lessons create the cultural framework and the technical tissue in which the project has to be conceived. The practice exercise consists in the elaboration of a complete technological project in its components, developed step by step under the guidance and supervision of the teaching staff according to successive levels of technical in-depth study and 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 (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 intercultural and oriented by experimentally applying icebreaking and Team Building techniques. To provide continuity to the project activity throughout the course and to facilitate passing the examination at the end of the course, the teamwork is organised according to a precise timetable. It includes checkpoints (milestones) that correspond to successive levels of in-depth project work, to achieve with precise work packages and tasks that must be carried out every time, simulating a typical European financial workplan. Each milestone includes a presentation of the work progress and some project deliverables. The learning check takes place all over the course through continuous reviews and discussions of design choices, team by team or collectively (peer learning). The training activity also includes in-depth illustration of exemplary case studies and some educational visits to significant construction sites.

Textbook 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. − 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: Compulsory oral exam; Group project;

Individual oral test; Group project; 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 3 short open questions, two relating the topics of the theoretical lesson and one their direct application in the team project. The evaluation of the oral text represents the 50% of the final assessment. The individual oral test is focused on the check of the acquisition and understanding of specialist knowledge, of the ability to apply it correctly and to create correlation among concepts. It is graded according to criteria of exposition clarity and completeness, correctness and consistency of contents. The maximum assessment in the oral 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 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 and is completed with the subsequent wide exposition and discussion of the project work, group by group. The evaluation of the group project summary presentation represents the 10% of the final assessment. The summary presentation of the project will be held by each group at the closing of the course lessons in a form of a short conference speech. During the summary group presentation, the team's ability to select and synthesise main information and the communication skills are verified, as well as the completeness, correctness and coherence of the contents exhibited in relationship with the project deliverables. 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 in oral and digital form (Powerpoint presentation). The project work, checked step by step during all the course, consists of a predefined list of deliverables (written technical report and technical drawings), presented in a printed form and handed in on the day of the exam. The evaluation of the group project work represents the 50% of the final assessment. The exam consists in the oral exposition and discussion of the project with the active participation of each member of the group. The ability to integrate specialist knowledge acquired in the course and in the parallel courses of the first year in the development of the project is assessed, as well as the ability to explain, document and critically support the synthesis choices and to 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 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 coherent with each other; - by presenting the project in a clear and complete manner from the general to the particular scale; - by convincingly arguing the design and technological choices. The final assessment is individual and represents the sum of the assessment of: - the individual oral test (50%), - the team project summary presentation (10%), - the group project (40%).

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.