ARCHITETTURA

Employment and professional opportunities for graduates.
Generic Profile - Architect
The master's degree holder in Architecture can qualify to practice the following regulated professions: Architect, Doctor of Agriculture and Doctor of Forestry, Civil and Environmental Engineer, Landscape Architect, and Land Use Planner.
Following passing the examination to practice, he finds a natural place in the world of work in technical offices of public agencies and private companies, in architectural and engineering firms working in the field of architectural design or production of building processes and artifacts.
In detail, the graduate will be able to find employment at:
- Private design facilities also organized as engineering companies;
- Technical offices of public agencies integrated into the roles of design and management of the works contracting process that are the responsibility of the contracting station with roles of primary scientific and disciplinary importance;
- technical offices of public agencies integrated into the roles official education officer of processes related in various ways to land control from the perspective of construction activity in a general sense with roles of primary scientific and disciplinary importance;
- Private companies related to the production and marketing of building products, manufactured goods and related services.
- Vocational and educational training facilities at various levels and both private and public in nature;
- public bodies of various kinds in roles not immediately related to the profile of the degree but to the level of the degree as an entry requirement.

Communication skills.
Graduates are able to communicate their design choices to different audiences, modulating the communication according to the different audiences and objectives, sensitivity in the evaluation and orchestration of graphic and verbal discourse must be maximal with regard to the arguments that can be adduced in support of or in opposition to the various theses involved; in particular, a sure ability to identify weaknesses and strengths of any design choice is matched by an adequate expertise in identifying the best reasons to justify, defend, and account for one's actions.
In workshops and courses, the set of skills described are explicitly cultivated; in practical experiences and in contexts of intense internationalization, the refinement of these same skills in other languages in addition to Italian is sought, so that language barriers can be overcome by a trans-linguistic permeability of the communicative skills acquired.

Special attention will be paid by teachers and tutors to assessing students' ability to argue rationally in support (but also, if necessary, against, foreshadowing possible criticism) of their design choices. In class discussions, the ability to disassociate one's opinion from one's willingness to trace arguments in favour of other positions will be positively evaluated. Clarity of exposition and conceptual adequacy will be held in high regard in the performance of the various examination papers and in the presentation of the dissertation.

Learning skills.
Master's degree graduates are endowed with broad and rapid learning skills, so that they have no difficulty in heading independently into specific and previously unaddressed fields of study and research. They have research skills that enable them to tackle any question with intensity and quality, and they easily put the same project experiences to work in the service of constant cultural growth.
In addition to the instruments indicated in relation to the previous descriptors, the main tool for assessing learning ability will be the teaching element of the project laboratory, where tutors and teachers will supervise that students know how to make theoretical knowledge and design skills interact in a rich and complex way, and that the latter develop together a greater ability to research, to learn from their mistakes and hesitations, and to cope with complexity with the resources of researching pertinences.

Making judgements.
Master's degree graduates use architectural design not merely as a problem-solving tool, but also as a tool for knowledge and exploration of reality; they know how to dispose their critical capacities, and generally the entire cultural depth of their university career, in the service of their approach to architectural design. In this way, master's degree graduates are equipped with mature and open-minded judgment, and through empirical analysis, knowledge management and design synthesis are able to make autonomous assessments and choices. This autonomy is to be understood both as a responsible ability to recruit concepts and reasoning to an objective, and as the ability to structure pathways that are logically comprehensible and methodologically anchored in shared practices. These outcomes are achieved through:
- project workshops in which autonomy of choice and judgment, although set in group work and shared responsibility, is fostered;
- critical discussions in which students are invited to individually confront difficult situations typical of professional reality;
- constant didactic invitation to the formulation of judgments and their logical support.

In addition to the tools outlined in the descriptors above, students' ability to support their preferences and choices with rational argumentation and premises inferred from the various disciplines will be carefully assessed-in written and oral tests, in discussions, and in the progress of project activities. Autonomy of judgment will also be found in the individual's ability to create an optimal dialectic between the individual and the working group, where specialization does not yield to the overall vision and where the inertial tendency of the group is hindered and directed by well-motivated design intentionality. The judgment of the tutors and experts who will direct workshops and particular teaching activities will be as important in this respect as that of the lecturers.

Knowledge and understanding.
Area of structural analysis and design of architecture
The architectural student should know the most important construction systems of single- and multistory buildings, with special reference to resistance to vertical and horizontal actions. In addition, he must know the limit state calculation method, and the verification of simple steel and reinforced concrete structures. Finally, he must be able to calculate Permanent and service loads, snow and wind, and their effects on structures.

Area of estimative disciplines for architecture and urban planning
Students will appropriate the theory of Evaluation of Plans, Programs and Projects both from a formal point of view of deepening the approaches and methods, and from an operational point of view for the purpose of applying evaluation in project construction.

Area of urban design and land use planning
With respect to the field of planning and urbanism, the master's degree graduate will acquire knowledge that extends and/or reinforces that typically associated with the first cycle and allows for the development and/or application of original ideas, often in a research context.
This is done primarily through the interdisciplinary experience of design workshops that address problems and map out perspectives for the transformation of the city, the territory and the landscape, while respecting the system of constraints that condition every design and planning experience and maturing a thorough knowledge and understanding and critical awareness of the most advanced issues and concepts within the field.

Area of theories and techniques for architectural restoration
Students must possess a thorough and analytical knowledge of all disciplines that contribute to the structuring of the architectural restoration project i.e., they must know how to:
- define with critical depth the historical framework that generated architecture and highlight in it styles, materials, techniques, needs, personalities, workers and elements of the construction vocabulary;
- Recognize the main construction elements of historic architecture and related traditional materials;
- Organize the dimensional geometric survey of a building and its graphic restitution
- Understand the nature of issues related to the structural functioning of a building;
- looking at the architectural object as connected to the environment, its territory, history and the complexity of the context;
- Extract from design styles and experiences the logical patterns of setting and interacting with problems.

Area of physical-technical and plant engineering disciplines for architecture
Fundamental knowledge that enables the student to link design choices with energy control techniques and environmental comfort. Understanding of the fundamentals of heat transfer, principles of environmental conditioning, essential concepts of acoustics and lighting engineering as applied to buildings.

Urban architectural design area
The Area's teachings impart knowledge and understanding as the acquisition of appropriate cognition to interpret complex issues related to the design transformation of the environment
constructed. In particular, the Area's teachings, through work organized into Laboratories, aim to provide design tools and methods to interpret different aspects of design in existing, sustainability, and architectural and urban design at various scales.

Area of technological disciplines for architecture and building production
The student is trained both through knowledge of the characteristics of building materials and functional coupling criteria; and, through knowledge of the different articulations and scales of the design process. The student will also need to know the environmental conditioning acting on the building from which the phenomena of material degradation arise; at the same time, he or she will have to manage the complex technical control of the project underlying the demanding-performance approach.

Area of Representation of Architecture and Environment
Students must demonstrate understanding and full knowledge, including working knowledge:
- Of the tools of the methods and techniques of project representation aimed at communication with the public, its involvement, awareness and participation;
- Of graphic-visual techniques of presentation and interpretation of tangible and intangible cultural heritage;
- Of strategies for physical, cultural and cognitive accessibility of cultural heritage, understood as a tool for protection;
- of digital communication strategies useful to support the process of design, communication and dissemination of built works, spaces, territories and all relevant aspects in the process of designing works and transforming spaces.

Area of economic, social, legal disciplines for architecture and urban planning
Students should have a good understanding of the role of public institutions, sources of law, control mechanisms of building activity and planning activity at all levels.

Area of historical disciplines for architecture
Having acquired an overall knowledge of the most representative monuments of European architecture from the 14th to the 19th century, students are expected to develop an understanding of the individual architectural monument in the historical and cultural context of the city by applying the methodological basis of iconology.

Area of related or supplementary educational activities
The master's student will have to acquire the fundamental knowledge that will enable him or her to frame what are the characters of a complex design environment in which the territory must be read through its environmental and geological conformation, but also through the cultural signs of its anthropization over time. This will enable the student to circumstantiate not so much the answers as the questions that the Project should address to History and Geology, to clarify whether they can be limited to single objects (monuments/documents) and single places, or should investigate the environmental and historical processes that have invested, over time, territories, cities, landscapes and, more so, their intersections, vertical and horizontal.
They will also need to demonstrate a thorough and analytical knowledge of major methodological-philosophical issues. In particular, a lively and dynamic competence of the fundamental issues of epistemology and ethics will be important, and an attained awareness with regard to one's abilities to organize and differentiate concepts, to control truth claims, and to argue theoretical choices and positions.
In addition, the student should know the principles of ecology and environmental hygiene and be able to apply them in the field of environmental sustainability of design interventions.

Applying knowledge and understanding.
Area of structural analysis and design of architecture
The student architect must be able to predimension the load-bearing framework of a single- and multi-story building. In addition, he/she must be able to design and verify a simple steel structure including bracing elements, and a simple reinforced concrete structure (floor, beam and column) subject to prevailing vertical actions.

Area of estimative disciplines for architecture and urban planning
Students will be able to apply in their practice approaches, methods and techniques for multi-criteria evaluation of architectural plans, programs and projects of regional, national and community significance.

Area of urban design and land use planning
The Master's graduate with respect to the field of planning and urbanism will be able to address complex problems of city, land and landscape planning, including incompletely defined and conflicting specifications, by applying acquired knowledge, methods, techniques and tools, and will also have the ability to design and conduct experiments and interpret the results within interdisciplinary design laboratories.
In addition, the master's graduate should be able to identify the most appropriate intervention strategies in relation to distinct plan and project issues and distinguish the scales of definition required by different design occasions.

Area of theories and techniques for architectural restoration
Students must be adept at applying their knowledge to new and novel situations-knowledge responsive to the rigorous design methodology that underlies architectural restoration.
They need to know how to adapt that method to the historical built reality around them, developing a process that connects all their knowledge from the geometric and constructive reality of the property, to its material, to its state of preservation to restoration hypotheses.
In this they must know how to integrate and enrich each application also through awareness of the cultural dimensions of the intervention developed for what concerns the analysis, and duly integrated for what concerns the construction and management of the complexity arising from the new and different uses. They will thus know how to develop their technical-scientific and historical-critical skills in new or innovative contexts, in situations never faced before, in conditions of partial or vague knowledge of relevant information.
Finally, they will know how to relate the awareness of the need for protection and preservation of the past to current and historical cultural trends in this regard and also because of the regulatory and professional framework.
Ability to apply knowledge and understanding
The teaching approach requires each theoretical element to be matched by an exemplification, which students must apply independently in project workshops. This stimulates the ability to choose and use appropriate equipment, tools, and methods to detect the structural and functional diversity of the area, to understand approaches and theories relevant to the subject under investigation; to combine theory and practice to solve problems of information acquisition as well as conservation and preservation. The teaching approach requires that each theoretical element is matched by an exemplification that students have to apply independently in project workshops. This stimulates the ability to choose and use appropriate equipment, tools and methods to detect the structural and functional diversity of the land, to understand approaches and theories relevant to the subject under investigation; combine theory and practice to solve problems of information acquisition as well as conservation and preservation.

Area of physical-technical and plant engineering disciplines for architecture
Ability to apply acquired knowledge and quantify studied phenomena through application exercises in energetics, air conditioning, acoustics and lighting engineering. Verification of the understanding and skills acquired but especially the ability to process and use them in the design field.

Urban architectural design area
The application of knowledge takes place through the Project Laboratories, which become the tool to recompose within the design process the conformational, typological, morphological, constructive, and environmental architectural aspects.
Project laboratories may from time to time coordinate with other disciplines among the characterizing or related and supplementary subjects, thus enabling both the application of knowledge acquired in those subjects as well, and the application of interdisciplinary reasoning.

Area of technological disciplines for architecture and building production
The student, starting from the characteristics of the materials known to him, should be able to analyse the technical elements in the catalogue and then design new ones. He should also be able, through performance evaluation, to verify the environmental impact of the construction choices adopted and to reconstruct, through the technological design of the building, the synthesis between conception and realization.

Area of Representation of Architecture and Environment
Students must be able to apply their knowledge and understanding in a way that demonstrates a professional approach to their work, and they must possess adequate skills for comprehensive experience in constructing spatial analyses on map bases; they must be able to communicate information, ideas, problems and solutions to specialist and non-specialist interlocutors in the fields of urban and regional planning.
They must acquire ability to use drawing as an act of expression and visual communication of the design idea from the formation of the idea to its executive definition. Acquire ability to choose, use and combine methods, techniques and tools of representation and communication within all stages of the design process, and at the same time must be able to use and apply standards and technical knowledge in representation and design and graphic languages in different fields of application and possible different expressions.

Area of economic, social, legal disciplines for architecture and urban planning
Students must apply their knowledge by framing the specific legal issues related to a given operational context, particularly with regard to:
- Public administration; administrative procedures and acts; agreements; private law activities; the responsibility of public administration; judicial protection.
- spatial government regulations and protected interests; land use planning; different types of plans: contents, procedures, and legal nature
- Construction activity control; building permits; abuses and penalties.

Area of historical disciplines for architecture
The application of acquired skills will enable students to design buildings that are not only functional but also representative of an architecture embedded in the historical and cultural context of the place.

Area of related or supplementary educational activities
Through the knowledge acquired, the student should be able to overcome the well-established view that a historical context is a container of particularly obvious and, possibly, physically well-preserved historical objects. And this will also be true for the other Project, the historical one par excellence, the only one that elects cultural memory and its fetishes as absolute protagonists: the Restoration, Recovery, Enhancement Project.
They will also need to demonstrate the ability to apply disciplinary content in the analysis and cognitive organization of any issue. The notional tools must be placed at the service of a non-improvised problematizing ability, grounded in conceptual distinction, hypothesis formulation, the propensity for critical scrutiny, the imagination of alternatives and logically guarded possibilities, and the centrality of rational argumentation.

Language(s) of instruction/examination.
ITALIAN

Skills associated with the function
Generic Profile - Architect
The master's degree in Architecture will be able to design, through the tools proper to architecture and building engineering, the operations of construction, transformation and modification of the physical environment, with full knowledge of the aesthetic, distributive, functional, structural, technical-constructive, managerial, and economic aspects with critical attention to the issues of environmental sustainability and cultural changes and the needs expressed by contemporary society.The Master of Architecture graduate will be able to design, through the tools proper to architecture and construction engineering, the operations of construction, transformation and modification of the physical environment, with full knowledge of the aesthetic, distributive, functional, structural, techno-constructive, managerial, economic aspects with critical attention to the issues of environmental sustainability and cultural changes and needs expressed by contemporary society

Function in a work context
Generic Profile - Architect
The graduate will be able to design, through the tools proper to architecture and construction engineering, the operations of construction, transformation and modification of the physical environment, with full knowledge of the aesthetic, distributive, functional, structural, technical-constructive, managerial, economic and environmental aspects and with critical attention to cultural changes and the needs expressed by contemporary society. He/she will be able to prepare plans for works and direct their implementation, coordinating other specialists and practitioners in the fields of architecture, building engineering, urban planning and architectural restoration for this purpose.
Specifically, the graduate will have the following skills:
-Knowledge of methodological-operational aspects related to the subject areas characterizing the degree programme and ability to identify and solve problems in architecture and construction using up-to-date methods, techniques and tools;
- Adequate knowledge of aspects concerning the technical and economic feasibility, costing and the process of production and construction of architectural and building artifacts, as well as aspects related to their safety;
- Ability to use the techniques and tools of architectural and building artifact design.

The above skills can allow him design autonomy:
-in applied research in the field of architecture and civil engineering;
-in the design of civil buildings and artifacts and related ideational and procedural processes;
-In the design of restoration work on architectural assets, including those of a complex nature;
-in the processes useful for surveying, representing, designing, and overseeing the construction and maintenance of artifacts and facilities of use and safety-related systems;
-in the price analysis of architectural processes and economics of construction works.

Educational goals
The specific educational objective of the Master of Architecture degree program is training in the field of architectural and urban design at all scales, understood as an integrated activity based on an interdisciplinary and holistic theoretical background, which is embodied in attention to issues of materiality, open and public space, sustainable construction and attention to historical urban and territorial contexts.

The degree program as a whole is organized with an innovative concept that is basically based on the following aspects:
- 'learning by doing': not only are all acquired theoretical notions systematically tested against reality, but the very comparison with real conditions becomes further subject matter for developing critical reasoning;
- project-oriented structuring of curricula that enables direct application of what has been learned in the theoretical sections of the courses; thus, one acquires the ability to transform the concepts learned into papers, and becomes accustomed to the rhythms and deadlines imposed by professional activity;
- pluralistic education achieved both through the cooperation of different disciplines on each individual project and through the teaching of teachers from different schools, both Italian and foreign;
- the scanning of thematic workshops, generally two per year, follows the changing rhythms of learning;
- language learning during work, including through teaching blocks in which teaching takes place in English, to develop not only knowledge of the language but also knowledge of discipline-specific vocabulary;
- a strong openness to the European dimension given both by the organization of teaching, the extensive use of Erasmus programs, and the inclusion of the programme in international agreements for the formation of a European learning space that provide for the award of double or joint degrees;
- an optimal ratio between the number of teachers and the number of students, which allows students to be constantly supervised during class and laboratory hours;
- extensive and creative use of new technologies both as a study and work environment and as learning and using new professional tools.
This organization of degree programs stems from a careful analysis and thorough evaluation of major international experiences in relation to the evolution of disciplines, learning modes and professional activities.
Each year is divided into semesters, into which university credits (CFUs) are distributed.
Educational activities, according to the rules of the University Teaching Regulations and the Regulations of the Department of Architecture, Design and Urban Planning, are divided into:
- Educational project workshops
- monodisciplinary courses
- student choice activities and internships
- career guidance activities
- final test
The semester-long didactic workshops are coordinated and didactically interlinked; they are characterized by a complex project theme, which requires the student to make use of all the disciplinary knowledge possessed and converge them toward the goal of solving problems, performing analyses and justifying choices.
In each laboratory and for each discipline, lectures, tutorials and integrated project workshops are conducted with lecturers and tutors. Classes of extended development courses and single-discipline courses are also held throughout the academic year.
Widespread use of new technologies characterizes the curriculum programs, creating a creative learning and working environment and enabling the learning and use of new professional tools.
The exam schedule is divided into three sessions: February, July and September (for design labs, the exam is scheduled at the end of the lab).