>Spoken and written communicative competence in various everyday situations
>Cultural competence

Interactive teaching

>Building German language competence
>Developing basic communicative competence
>Cultural competence
>Grammar and vocabulary
>Learning strategies

The modules in "German as a Foreign language" deepen the competences acquired throughout the introduction week. They can also be chosen independently.

Interaction, coaching

Develop skills and competences to reach an advanced B2 level (cf. CEFR descriptors, Council of Europe)

Reading:

• follow complex argumentation in specialised texts

Speaking:

• interact fluently and spontaneously with other speakers
• take an active part in discussion, expressing views precisely.
• present clear, detailed descriptions on a wide range of subjects

Writing:

• write texts showing a clear line of argumentation

Accuracy:

• possess high degree of grammatical control

Interaction, coaching

Develop skills and competences to reach the B2 threshold level (cf. CEFR descriptors, Council of Europe)

Reading:

• follow argumentation in texts
• understand texts concerned with contemporary problems

Speaking:

• interact fluently with other speakers
• express different views in discussions.
• present clear descriptions on a wide range of subjects.

Writing:

• write texts showing a clear line of argumentation

Accuracy:

• possess high degree of grammatical control

‘Philosophy of Architecture’ discusses and explains essential philosophical concepts within architecture and the various positions taken with regards to contemporary cultural phenomenas. This enables students to discover their own position within a philosophical debate and to place their work within a well-grounded understanding of philosophical concepts.
The first block starts with the comparison of fashion trends with architectural design connecting both with semiotic component analysis. The question is, whether and to what extent the analogy between architecture, fashion (popular culture) and language actually works. Possible answers arise from the examples given by Jencks, Baudrillard, Eco, Barthes, Alexander, Lynn and Barthes.
Architecture only becomes modern in its engagement with new media, and that in doing it radically displaces the traditional sense of space and subjectivity. Students should learn to understand their design in the same terms as drawings, photographs, writing, film and advertisements by developing new programs for their architectural models on the basis of philosophical texts (Koolhaas, Vidler, Foucault, Colomina) and film plots.
The third block deals with human attachment to landscape and how we find identity in landscape and place. Furthermore the lecture explores the relationship between innovation, medialisation (f.e. Bollywood in the Alps), individualisation and the new emerging ‘sportscapes’, it focuses on the impact of migration and globalisation on a territory (Latour, Deleuze, Appadurai, Hagerstrand) .
The fourth block is dedicated to the cross-fertilisation of technology, art, pop culture and architecture. The course starts with mainstream philosophy of the Sixties (Critical Theory, Mc Luhan, Marcuse) and provides students with a wider perspective concerning problems that come up in contemporary architectural debates.

Professional competence

• Understand philosophical concepts and their impact on own work
• 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
• Develop activities and self-organisation that will promote learning

Social competence

• Discuss and articulate ideas and information fluently

Personal competence

• Assess own work and put it into a historical, theoretical and philosophical context

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

Paper (Disposition)

"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

Portfolio, exercises, minimum 75% mandatory

Paper

As an alternative to the Semester abroad, students can select to pursue a research project at the University of Liechtenstein. In this module, students develop and conduct an intensive research project providing them with insights into academic research methodologies. The scope and topic need to be agreed with the Academic Director prior to an application.

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

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
• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Make formal presentations about specialist topics to informed audiences.
• Show competence in analysing case studies and the ability to infer principles and motivations.

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
• 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.

Personal competence

• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.
• Take responsibility for own work and are able to criticise it

Agreement with Academic Director

Mid-term and final presentations, book

This module offers an overview of the interplay and dependencies of settlement, resource use, resilience, sufficiency, climate change and architecture, urban design and the formation of man-made landscapes. Additionally, it demonstrates the potential of an integrated approach to design sustainable, regenerative environments. Investigating and assessing recently designed and realized projects (considering topics as habitation, commercial, mixed-use, infrastructure, mobility, renewable energy production and supply, agriculture, forestry, biodiversity, carbon sequestration, water resource management, etc.), students will understand to what extent their future practice as architects and urban designers can contribute to more sustainable and regenerative environments.

Lecture and seminar: case studies, discourse, writing

Professional competence
Grasp essential parameters shaping sustainable, regenerative environments and translate this knowledge into own work
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
Develop a holistic approach on urban planning and design
Identify basic principles of various spatially significant fields
Evaluate regenerative potentials of urban design projects
Distinguish the limits and potentials of own role in urban development
Apply regenerative design strategies on urban territories

Methodological competence
Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
Apply regenerative design strategies in complex organisational and community settings
Create formal presentations to informed audiences

Social competence
Discuss and articulate ideas and information fluently
Demonstrate the ability to work with other students for assignments, exercises, experiments, ¿presentations etc
Explain competently, discuss and critique own work through oral presentations, writing or visual communication

Personal competence
Assess own work and put it into a historical, theoretical, cultural and social context

Portfolio, exercises, minimum 75% mandatory presence

This module investigates and identifies the various forms and methods used to successfully mediate architecture and urban design, with particular attention paid to communication processes during the design phase of a project. Communication strategies aimed for variety of stakeholders are being discussed and the role of architectural mediation in the successful implementation of a project defined. Through the presentations of architecture mediation projects, a set of best/bad practice case-studies will be studied and analysed.

Each of the four sessions will have an input lecture
an invitation of one guest speaker is planned (architecture mediator Boris Szélpal or Michael Emmengger)
exercices
question-anwser discussions

Professional competence

Evaluate and choose appropriate modes of mediation according to message, facilities and recipient (experts and non-experts)
Explain competently, discuss and critique own work through oral presentations, writing or visual communication
To understand architectural design as a negotiation process

Methodological competence
Identify key elements of problems and choose appropriate methods for their resolution in a
considered manner
To work within the extended definition of the discipline of architecture

Social competence
Discuss and articulate ideas and information fluently
Demonstrate the ability to work with other students for assignments, exercises, experiments,
presentations etc.
Being familiar with a variety of the field's concepts, practices, and procedures

Personal competence
Seek and make use of feedback.
Use appropriate methods to communicate to a range of audiences with different levels of knowledge and expertise.

Portfolio

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