"Sustainable Construction Processes" identifies key parameters and factors to be considered to guarantee a sustainable construction process. Resources, sourcing, manufacturing, logistics, assembly and materiality are among the themes to be explored and to be put into relation to one another.

Lecture and seminar: case studies, discourse, writing

Professional competence

• Differentiate between individual parameters of sustainable construction processes
• Understand their interdependence and sequencing
• Show confidence in analysing case studies and the ability to infer principles and motivations
• Explain competently, discuss and critique own work through oral presentations, writing or visual communication

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
• Apply given tools/ methods accurately and carefully to a well-defined problem

Social competence

• Discuss and articulate ideas and information fluently
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

• Haus Rauch / The Rauch Haus, Dezember 2010von Otto Kapfinger (Herausgeber), Axel Simon (Herausgeber), Martin Rauch (Autor), Roger Boltshauser
• Baumschlager Eberle. Annäherungen / Approaches, Gert Walden, Springer Verlag Wien-New York, 2010
• Architektur hat Bestand, Architecture sustains. Baumschlager EberleMilli Reasürans T.A.S., Kunstgalerie, Jörg Meißner, Gert Walden Katalog, Eigenverlag, Istanbul, 2009

Portfolio, exercises, minimum 75% mandatory

31.03.15: Excursion: 9:00, Dietmar Eberle, Lustenau, Austria
14.04.15: Excursion: 9:00, Martin Rauch, Schlins, Austria
29.04.15: Excursion: 9:00, ETH Zürich, Switzerland
19.05.15: Excursion: 12:30, ev. Berardo Bader / Renate Breuss, Austria

The master's thesis consists of an analysis that investigates the context within which a project is set, identifying its challenges, the formulation of one or more working hypotheses and research questions which form the basis for the design proposal and the written thesis. A developed hypothesis is verified (or falsified) within the context of a given or freely chosen project, developing it into a designed architectural proposal and/ or into an in-depth theoretical or historical-theoretical investigation.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, cultural, economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programme of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show competence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

Successfully passed module "Thesis Preparation"

mid-term and final presentation and defence, book

This module allows students to compose an exposé for their Master's thesis to be undertaken in the fourth semester. The exposé contains a research question that forms the basis for an in-depth investigation and analysis of a particular issue or problem identified within the given context of the design studio topic. A literature review and a schedule of production are further essential elements to be included.

Lecture: researching, writing

Professional competence

• Independently identify a research topic and develop it coherently into a research proposal for the Master's thesis
• With minimal guidance can manage own learning using full range of resources for the discipline

Methodological competence

• Analyse new and/ or abstract data and situations without guidance, using a range of techniques and methods appropriate to the subject
• Critically evaluate evidence to support hypotheses, reviewing its reliability, validity and significance

Personal competence

• Take responsibility for own work and are able to criticise it

Literature lists are issued and updated each semester

Paper (Disposition)

During an intensive weekly workshop it enables students to further deepen their knowledge of an issue addressed in the project studios and/ or conduct excursions to places and sites addressed in their design project.

Intensive seminar week: excursion, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization and production techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Lead a team and assume responsibility
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Gain confidence in own role, and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

Presentation, portfolio, participation, minimum 75% mandatory presence

The design studio engages students with architecture as a responsible practice on a variety of scales applying a multitude of design- and research methods, preparing them for the demands of the broad field of architecture and planning. Architectural and urban design is practiced in the context of projects of varying complexity, ranging from constructive building details and structures, to devising groups of structures and entire settlements and habitats. Design projects are represented in drawings, models, images, and by using all other available media. Teamwork is conducted with particular attention to the internal organization and workings of the teams.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, environmental (ecological), cultural, economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed and general/ community audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualisation techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

mid-term and final reviews, participation, minimum 75% mandatory presence

The course will illustrate to what extend climate change is man-made and how far we are able to measure/define it. We will discuss its causes, progressions and outlook, its systemic relationships and mutual effects with other natural processes and cycles, as well as its consequences for the planet’s and human health.

The course will then investigate the main sources of GHG and other culprits from the built environment, locating the building functions, materials, items, technologies & processes that are mostly related to climate change. Current stage of research (quantitative & qualitative) will be explored as well as current BMPs (Best Management Practices) and solutions. Case studies and lectures will introduce state-of-the-art and emerging approaches in academia and practice. Global agreements, government policies and design & construction sustainability standards will be assessed in regard to their suitability, adaptability and effectiveness.

One key aspect will be the exploration of lessons from nature (biomimicry). We will investigate the application of natural life-strategies (evolved over millennia and proven sustainable) to the conception of artefacts, processes and systems in the built environment.

The later focus of the course will shift to rendering the students’ current studio project climate neutral. Appropriate traditional and new approaches, methodologies and technologies will be studied, developed and integrated into design, in order to reduce negative project impacts (mitigate) and boost positive impacts (regenerate) on the environment. Effort shall be made to create a place-specific, locally sustainable project. At the same time, students shall devise practices through which their project will be able to tolerate changes of climate, resist disasters and adapt to future changes.

Lecture and seminar: case studies, discourse, writing

Professional competence

• Being aware of and understand anthropogenic impact on the planet’s biosphere and its extend & progression, in order to correct it
• Recognize and examine the factor that built environment plays on the longevity of our planet
• Identify and characterize functions, materials, items, technologies & processes of the built environment that relate to climate change
• Be competent to assess a building’s opportunities and constraints, weaknesses and strengths toward climate neutrality in order to conceive innovative and future-oriented architecture
• Conceive and design advanced human environment in order to mitigate or invert anthropogenic impact on climate

Methodological competence

• Select appropriate methods in the conception of built environments for the resolution of anthropogenic atmospheric problems
• Assess emerging practices/ approaches toward their effectiveness for climate neutrality
• Recognize place-specific circumstances and adapt building features and technologies to environmental and social context
• Analyze new and/or scientific climate data and characteristics without guidance, using a range of tools, techniques and methods appropriate to the subject
• Critically evaluate evidence to support a hypotheses, reviewing its reliability, validity and significance

Social competence

• Discuss and articulate issues and approaches of climate change fluently with clients, consultants and collaborators
• Being able to explain and illustrate the implications of climate change convincingly and comprehensively.
• Being competent to constructively collaborate on climate change issues related to build environment across disciplines

Personal competence

• Assess own work and put it into a historical, local and global context of climate impact
• Being aware of and able to gauge one’s impact on society; rate one’s own professional value
• Being able to determine whether one is “part of the problem or part of the solution”

1. Field Notes from a Catastrophe, Kolbert, E., 2006,Bloomsbury, London
2. A Blueprint for a Safer Planet, Stern, N., 2009, Bodley Head, London
3. Biomimicry: Innovation Inspired by Nature, Janine M. Benyus, HarperCollins, New York, 2002
4. The Hot Topic: How to Tackle Global Warming and Still Keep the Lights on, by David King, Gabrielle Walker, Bloomsbury Publishing PLC (21 Jan 2008)
5. Ecological Design, Sim van der Ryn, Stuart Cowan, Island Press, 1996
6. Plan B2.0, by Lester R. Brown, W. W. Norton & Company; Substantially Revised edition (January 17, 2008)
7. Two Degrees: The Built Environment and Our Changing Climate, by Alisdair McGregor (Author), Cole Roberts (Author), Fiona Cousins (Author) (ARUP), Routledge (December 6, 2012)
8. Solutions for Climate Change Challenges in the Built Environment, Colin A. Booth, Felix N. Hammond, Jessica Lamond, David G. Proverbs, ISBN: 978-1-4051-9507-2, February 2012, Wiley-Blackwell
9. Urbanism in the Age of Climate Change, by Peter Calthorpe, Washington, DC: Island Press, 2011

Portfolio, exercises, minimum 75% mandatory presence

This seminar investigates the relationship between territory and settlement, providing an overview of how and where humankind settles. It also demonstrates how uninhabitable environments have been made accessible and habitable through necessary infrastructure and what impact this had on the landscape. Further, the course elaborates on natural and artificial boundaries within a geographical and political context. … Beginning with the continuous rise of human impact on the planet, the tight relationships between human land use, settlement, productivity and social development will be explored throughout the course. An overview of the history of urbanization will be traced, and processes of centralisation and decentralisation investigated. Decentralisation as one of the greatest contemporary forces shaping our environment is going to be discussed using a selection of fundamental positions in academic urban design thinking. The opportunities and risks of the global process of decentralisation, transformation and possible courses of action for the future design of the territory will be debated.

Lecture and seminar: case studies, discourse, writing

Professional competence

• Have comprehensive understanding of process of settlement in relation to territory
• Understand the impact of geographical and political boundaries on settlements and communities
• Explain competently, discuss and critique own work through oral presentations,

writing or visual communication

• Distinguish historic and contemporary models of urbanism and landscape
• Identify different settlement patterns and recognize functional connections on various scales

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
• Summarize, analyze and interpret academic literature properly

Social competence

• Discuss and articulate ideas and information fluently

Personal competence

• Assess own work and put it into a historical, theoretical and philosophical context
• Express informed own view on academic literature about settlement development

and contemporary forms of urbanization

A detailed list of the required readings will be provided as pdf files at least one week prior to the first session. Basic books:
• Diener, R.; Herzog, J.; Meili, M.; de Meuron, P.; Schmid, C.; ETH Studio Basel (2006). Switzerland: An urban portrait. Basel: Birkhäuser.
• Graham, S.; Marvin, S. (2001). Splintering urbanism: Networked infrastructures, technological mobilities and the urban condition. London [u.a.]: Routledge.
• Shane, D. G. (2011). Urban design since 1945: A global perspective. Chichester, West Sussex: Wiley.
• Sieverts, T. (2003). Cities without cities: An interpretation of the Zwischenstadt. London: Spon Press.
• Waldheim, C. (2006). The landscape urbanism reader. New York: Princeton Architectural Press.

Paper, exercises, minimum 75% mandatory presence

“Theory of the Built Environment” introduces and discusses contemporary architectural theory and critical thinking, providing students with essential knowledge to place their own actions and designs into a historical, theoretical, cultural and social context. Through case studies of anthologies of key theoretical and critical texts on architecture, the course is set and developed in a historical, political and philosophical context. These lectures are devoted to the understanding of theories and critical interpretations as a design tool, encouraging students to be able to think across tendencies, trends and events and position themselves as conscious architects in today’s society. The different themes presented through several texts are understood as tools in the hands of architects. The architectural theories are not pure abstractions, they move between absolute positions and relative relations.

Lecture: discourse, writing

Professional competence

• Translate contemporary architectural theory into personal context and work
• Explain competently, discuss and critique own work through oral and written presentations

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
• Be able to analyse different architectural decisions in terms of their ultimate intentions

Social competence

• Discuss and articulate ideas and information fluently
• Demonstrate the ability to work with other students for assignments and readings
• Communicate and share complex ideas and intentions

Personal competence

• Assess own work and put it into a historical, theoretical and philosophical context
• Understand how own work relates to general architectural debate
• Analyse, compare and relate each project as final result of a complex and rich process
• Recognize the continuities and discontinuities between Ideas and their constructions
• Acquire the ability to discuss architectural decisions aside from personal taste and in relation to the relevant issues those decisions ultimately address

Frampton K.: Modern Architecture. A critical History, 1980
Leach N.: Rethinking architecture, 1997
Michael Hays K.: Architecture Theory since 1968, 1998
Conrads U.: Programs and Manifestoes of Architecture of the 20. Century, 2001
Jencks C.: Theories and Manifestoes of contemporary architecture, 2008

Paper

This module focuses on developing a conceptual and practical framework for approaches to urban design. Critical theory on the city and their design principles form the basis for analysis, mapping and evaluation of public urban spaces. It seeks to foster an informed personal approach for addressing contemporary discourse, urban conditions and design potentials for intervention.
Some areas explored in the framework of analysis and evaluation of urban spaces include: modernist and postmodernist urbanism theory; urban form and public space- streets, plazas, monuments; mapping and use analysis; hybrid programming and the urban landscape.

Lecture and seminar: discourse, writing, drawing, documenting, visualising, modelling

Professional competence

• Analyze and evaluate urban spaces based on a selection of appropriate criteria and assessment methods specific to the place.
• Use knowledge about an urban setting to influence and develop design work.
• Explain competently, discuss and critique own work through oral presentations, writing and visual communication to members from inside and outside the architectural profession

Methodological competence

• Identify key elements of complex problems and choose appropriate methods for their resolution in a considered manner
• Apply techniques of environmental behavior observation, formal urban analysis and mapping

Social competence

• Discuss and articulate ideas and information effectively
• Demonstrate the ability to work with other students for assignments, exercises, presentations

Personal competence

• Critically assess own work and put it into a historical, theoretical, cultural and social context
• Seek and make use of feedback

Baudelaire, Charles. “Modernity,” in The Painter of Modern Life:" Le Peintre de la Vie Moderne" and Other Essays by Charles Baudelaire, trans. and ed. Jonathan Mayne.Phaidon Press, 1964 (1863): 12-15.
Sitte, Camillo. The Relationship Between Buildings, Monuments, and Public Squares and The Enclosed Character of Public Space in The City Reader, eds. LeGates, Richard T. and Frederic Stout, Routledge, 1996 (1889): 413-423.
Walter Benjamin, “Baudelaire or the Streets of Paris,” in Paris: Capital of the 19th Century, The New Left Review I/48, March-April 1968 (1927-1940): 84-86.
Guy DeBord, “Theory of the Dérive,” ed. Ken Knabb in Situationist International Anthology. Bureau of Public Secrets, 2006 (1958): 53-57.
Le Corbusier, “A Contemporary City,” in The City of To-morrow and Its Planning, trans. Frederick Etchells Dover Publications, 1987 (1925): 163-179.
Jacobs, Jane. The Death and Life of Great American Cities. Modern Library, 1997 (1961).
Alexander, Christopher. „A City is Not a Tree“ in Architectural forum 122 (1), 1965: 58-62.
Venturi, Robert, Denise Scott Brown, and Steven Izenour. “Commercial Values and Commercial Methods,” in Learning from Las Vegas. Vol. 102. MIT press, 1972: 3-70.
Rowe, Colin and Fred Koetter. Collage City. MIT Press, 1992 (1975): 118-181.
Whyte, William H. The Social Life of Small Urban Spaces. Project for Public Spaces, 1980.
John Zeisel, “Research Methods,” in Inquiry by Design. Brookes/Cole, 1981: 89-156.
Rossi, Aldo. „The Structure of Urban Artifacts“ and „The Evolution of Urban Artifacts“ in The Architecture of the City. MIT Press, 1982 (1966): 28-61.
Lynch, Kevin. Good City Form. MIT Press, 1984.
Tschumi, Bernard. „The Pleasure of Architecture“ and „Spaces and Events“ in Architecture and Disjunction. MIT Press, 1996 (1975-1990): 81-96, 141-152.
Jacobs, Allan B. Great Streets. MIT Press, 1993.
Koolhaas, Rem and Bruce Mau. „The Generic City“ in SMLXL. Montacelli Press, 1995: 1248-1264.
Simon Sadler, “Making Sense of Psychogeography” in The Situationist City. MIT Press, 1998: 76-81.
Wall, Alex. „Programming the Urban Surface“ in Recovering Landscape: Essays in Contemporary Landscape Theory, ed. James Corner. Princeton Architectural Press, 1999: 233-274.
Holl, Steven. Urbanisms: Working with Doubt. Princeton Architectural Press, 2009.
Pier Vittorio Aureli, “Towards the Archipelago: Defining the Political and Formal in Architecture,” in The Possibility of an Absolute Architecture. MIT press, 2011: 1-46.

Portfolio, exercises, minimum 75% mandatory presence

The focus of this module is on the basic elements of visual communication and the creation of a strong brand for the practice of architecture. Particular attention is paid to the relationship of how architecture communicates to the outside world and how it wants to be seen. Interdisciplinary approaches are analyzed and critically questioned to understand what is the right message to what sort of work.

Students will take part in workshops and lectures to develop skills for visual communication in a practical way. Topics like typography, text, wording, imaging, photography, communication strategies will be absorbed, analyzed and discussed. Students will be able to develop topic-relevant techniques to translate original architectural ambitions and ideas into different forms of communication.

Lecture: discourse, exercise, writing, drawing, documenting, visualising, modelling

The principles of visual communication in architecture are being discussed and assessed. Further, the ability to successfully apply visualization tools is being fostered.

Professional competence

• Capable to professionally visualize and communicate information emerging from research and design
• Understand the principles of visual communication and apply them to personal work
• Explain competently, discuss and critique own work through oral presentations, writing and visual communication to members from inside and outside the architectural profession

Methodological competence

• workshop in concept / communication strategy
• workshop in info graphics / graphic design
• workshop in image / photography / photo editing
• workshop in communication / cooperate identity / portfolio

Social competence

• Discuss and articulate ideas and information effectively
• Demonstrate the ability to work with other students for assignments, exercises, presentations

Personal competence

• Being able to evaluate the quality of a visual communicated Architecture
• Design an communication strategy of a personal creative work
• Being able to discuss the aspects and qualities of the Visual Communication for Architects

• The Visual Display of Quantitative Information by Edward R. Tufte (May 2001)
• Visual Explanations: Images and Quantities, Evidence and Narrative by Edward R. Tufte (Feb 1997)
• Envisioning Information by Edward R. Tufte (May 1990)
• Vignelli from A to Z von Massimo Vignelli von Images Pub (19. März 2008)
• Helvetica forever: Geschichte einer Schrift von Victor Malsy, Lars Müller, A. Langer und I. Kupferschmid (Dezember 2007)
• Eames: The Architect And The Painter In der Hauptrolle Jeannine Oppewall, Paul Schrader, Charles Eames, et al. (2012)
• Iwan Baan: 52 Wochen, 52 Städte von Marta Herford gGmbH, Roland Nachtigäller, Jörg Häntzschel und Iwan Baan (Januar 2014)
• Visual Acoustics (2008) 83 min - Documentary - 9 October 2009 (USA)

Portfolio