Design Project, City Quarter (5 cr)

Objectives (course unit)

After completing the course, students know regulations and guidelines related to compact urban environment. Students can design quarter of blocks of flats of high architectural quality and produce the related architectural designs and documents.

Students can work as members of the design team.

Content (course unit)

Construction legislation and guidelines.

Operation of design teams.

Architecture and history of urban quarters.

Different types of housing.

Quarter design and building code.

Project work.

Prerequisites (course unit)

Design Project 2 or comparable skills.

Assessment scale

0-5

Teaching methods

group work
guest lectures
seminars
Tabula, in which the material in digital form.
Design with ArchiCad-design program.

Learning materials

Will be notified during the course

Student workload

The student's work is 27 h/CR

Content scheduling

The construction legislation and guidelines
Construction of the planning group
Block types and their history
Different forms of housing
District plan and construction guideline
Project work
Exam
Urban planning in practice.
Community planning on the impact of the provisions of the laws, regulations and planning.
Ecological urban planning
City planning and urban technical systems.
Planning and the effects of its cost.

Completion alternatives

None

Practical training and working life cooperation

Guest lectures, as far as possible.

International connections

Guest lectures, as far as possible.

Further information

The required student skills: the teachers valuate, whether student's capacity is sufficient to run the course.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student has difficulties in identifying the topic ideas. Assignments are uncertain and there are lacks in previously learned information. The activity of the student is satisfactory or poor. The student can work in a group and make their own contribution to the work of the group.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student has difficulties in identifying the ideas of the course topics. Therefore, it is difficult to apply the practical work. Assignments are uncertain and there are lacks in previously learned information.
During the course the plans have noticeable flaws. The activity of the students is satisfactory or poor. The student can work in a group.
The student can give and receive feedback, but the design task is not visible in the development of it.
The student takes responsibility for own performance. The student will examine and evaluate the things from own perspective

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student becomes familiar with the basic ideas of the course topics and structure and can apply it to the practical work, as well as explain the reasons for the selections in the training work and professional consequences.
The activity, schedule management and teamwork skills are good. Work is progressing during the course consistently and student develops it based on the guidance and feedback received.
The student can give and receive feedback and plays in an active and constructive role. Student takes responsibility and agree to your activity, but also the activities of the group. The student can work together in a responsible manner and is ready to develop interpersonal skills. Student will examine and evaluate things, as well as on their own that a community-based perspective.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student become familiar with the studies taught before, as well as lessons learned in the past, can apply it to practical work. The student can explain and justify the expertise and professional training at work, the causes and consequences of choices.
The student has been involved in teaching and in the group work actively and with commitment. Work is progressing during the course consistently and student has made use of the attention it receives guidance and feedback. Training job scheduler is in control.
The student uses feedback systematically as an instrument of their own and their community's professional growth. Student knows how to work together in a responsible manner, in a flexible and constructive manner. Student evaluates himself as well as the community complex and professional field.