The main course outcomes expected from the student are the following: - autonomy in the reading of the building organisms of the built heritage (of historical and/or documentary value, pre modern and/or modern ones), - skill of critical interpretation of the problems to be faced in the drafting of recovery and refurbishment projects, - ability to set up a design path in the field of building recovery characterized by evident cultural solidity and technical preparation. To achieve these expected results, students will have to demonstrate that they have acquired (or refined) the following knowledge (indicative list, not exhaustive): -a) in the field of pre-modern architecture - what are the most common ways of building with load-bearing masonry, with vaults, with traditional systems for wooden floors and those using mixed techniques, - what are the main problems that can compromise their integrity and what interventions can be planned for their recovery; - what are the most common roofing systems and their technical, performance and aesthetic characteristics, as well as the problems related to them; - b) in the field of modern architecture - how reinforced concrete systems have evolved, and how they have been used over time - what are the most common pathologies, - what are some of the most effective intervention techniques for the recovery of these structures. Each of the topics outlined as examples will be addressed with regard to: - the theoretical principles that help outline their values, - the technical and operational criteria that favour the design of compatible interventions (towards to a "cradle to cradle" path). The students will be asked to apply the acquired knowledge to demonstrate that they know how to deal with complexity in the context of a recovery/refurbishment project on assigned topics; they will also have to demonstrate that they know how to put their knowledge to use in the team work, integrating their own acquisitions in terms of know-how and working method with the similar skills of other colleagues. In the team work, students will be guided to the resolution of articulated and complex problems, finalised to the drafting of a project of recovery of an existing building: students will have to demonstrate to know how to translate the set of these skills and knowledge in project works from the general scale (including the relationship with the context and the environment) to the detailed scale (architectural details and choice of materials). At the end of the course, it is expected that the students will be able to demonstrate to have an adequate autonomy in the elaboration of design solutions towards the building heritage in matter, with targeted solutions and consonant with the exercise theme, whereas in the framework of the professional activities that a Building Engineer is called to perform, very often falls the "government of complexity" from the design activity to the execution of the site.

For this course it is essential t to have mastered the contents of the 'Architettura Tecnica' (Technical Architecture) course (reference can be made to the contents of Prof. P. Piantanida's course or similar courses for those coming from other universities). In particular, are very important the aspects concerning materials, construction techniques and traditional building systems (and sub-systems too). Students who do not have this background would find it very difficult to succeed in teaching Sustainable Design for Building Refurbishment, so it is not recommended enrol without these skills. Furthermore, it is indispensable to know how to graphically represent building systems and subsystems both by drawing with CAD and parametric drawing systems and by hand. The course, in order to be useful in the progression of knowledge, must start from a solid base and cannot go over contents of previous courses.

The first hours of lectures will focus on the importance of reading the building fabric (about 4.5 hours); then a cycle of lessons on traditional building techniques (pre modern) will follow, which may be extended or reduced according to the level of preparation and learning of the students; in principle, 8 modules of lessons on these topics are foreseen for a total of about 12 hours. This will be followed by some lessons on sustainable materials for recovery, on their performance, on their use in the work (about 4 lesson modules for 6 hours), on the definition of CAM (Minimum Environmental Criteria) for materials in the world of recovery and refurbishment. Finally, some modules will be focused to the illustration of case studies and realizations, possibly with the intervention of Designers in the classroom (hypothesis of 6 hours). Some adaptations will be carried on during the course, as needed. Approximately 30 to 36 hours will be devoted to classroom reviews. If general conditions will permit it, two guided tours of sites of interest to the course will be provided.

Students will work in groups of three. No exceptions are allowed. In view of some recent negative incidents, it must be made clear from the outset that each group member has equal importance within the team. Discrimination will not be tolerated.

The course will be delivered in presence and will consist of modules of lecture and classroom exercises, taking into account the scheduled modules (consecutive modules or divided modules) and the progress achieved by the students. In the first part of the course, will prevail the hours of theoretical lecture; then progressively (when the design themes will be assigned) will be developed the design exercises in the classroom, at the table with students. Overall, it is expected that the hours of lecture will be between 24 and 28 hours, the hours of classroom exercises between 36 and 32 hours. Included in the lecture hours are two seminar activities by outside guests. Are not included in the hours of lessons two trips useful for visits two sites of interest to the course. Furthermore, are not included additional hours of revision on specific problems for the students teams. The course requires that students are organized in groups of three people and that each group produces a recovery/refurbishment project based on the maximum sustainability of the choices outlined. It is optional for students to write a report for the definition of better choice criteria related to sustainable and "short chain" materials, also in relation to the definition of better solutions for Minimum Environmental Criteria.

Bibliographic material will be made available from time to time, chosen from Open Access or other freely available publications and papers. This reading material will be made available through the teaching portal, with PDF files that can be easily consulted by all those enrolled in the course. The main texts will be indicated to all enrolled students, while for specific in-depth studies further indications may be offered to different students and/or groups in relation to the design work developed.

Lecture slides; Lab exercises with solutions;

Exam: Compulsory oral exam; Individual essay; Group project;

The exam will consist of an in presence oral test in which the students of each group will be required to narrate the recovery/refurbishment project, highlighting their role within the work team and how they worked to optimize the teamwork. The recovery/refurbishment project will form the basis for all; each student will then be asked specific questions to assess the degree of learning and maturation, as well as skills, achieved on the discipline, including through hand drawing that may be asked on the exam to justify and underline certain design choices. The oral exam can last up to one hour per student and during the oral exam it will not be allowed to consult the bibliographical reference material. If a student intends to write an in-depth thematic study (as anticipated in Course Structure part) on a specific theme, this work can integrate the student's performance in the exam, in a positive way; the material developed can be illustrated to the Commission and consulted during the oral exam.

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.