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Personal Competence
  • take responsibility in their professional fields of interest.
  • engage in voluntary work for the common good.
  • learn to independently initiate and develop projects.
  • develop problem-solving and solution-oriented behaviour.
Social Competence
  • cooperate with partners from practice to jointly develop solutions for the identified problems.
  • work in inter- and transdisciplinary fields.
  • work in groups and in cooperation with other stakeholders.
  • develop empathy for the target groups.
Methodological Competence
  • communicate with different stakeholders in appropriate ways.
  • develop and write a professional project application.
  • organise resources necessary for the implementation of a project.
  • distribute work packages among project partners and team members.
  • document a process and its result.
  • evaluate a project in relation to its sustainability and long-term impact.
  • draw conclusions for future projects.
Professional Competence
  • translate knowledge acquired during their studies into practice.
  • understand the complexity of a design process, from the conceptual work to the implementation of a project.
  • identify problems and needs in relation to the built environment in various contexts and in exchange with partners from practice.
  • question their decisions in relation to frameworks of sustainability, e.g., the Sustainable Development Goals of the United Nations.
Methodological Competence
  • strukturierte Vorlesungsnotizen zu verfassen und die gewonnen Kenntnisse mit Hilfe von Originaltexten und Fachliteratur selbständig einzuordnen.
  • mit wissenschaftlichen und historischen Texten und den Grundzügen der wissenschaftlichen Analysen umzugehen.
  • sich einen fundierten Zugang zur Geschichte und Theorie zu erarbeiten und über die Kompetenz zu verfügen, das in den Vorlesungen erworbene Wissen praktisch anzuwenden.
Professional Competence
  • understand the comprehensive topics of sustainable building, in particular the careful and high-quality use of raw materials, space and reflection on social and ethical issues.
  • demonstrate initial design skills in order to explore ideas and concepts using different media and present them in an understandable way.
  • carry out the tasks set under supervision and demonstrate personal effectiveness in their realisation.
  • develop an architectural idea into a sustainable proposal, carefully taking into consideration the project’s historical, theoretical, environmental (ecological), cultural, economic and social context.
  • apply the basic knowledge acquired through integrations in design, build up their design process with a range of media, the computer and a process-oriented modelling technique and present it comprehensibly in relation to the task.
  • deepen their knowledge of a sub-area of a topic from the field of sustainable building.
  • deal with complex ethical and professional issues.
  • establish connections to other disciplines in the field of sustainable architecture.
Social Competence
  • work creatively and effectively in groups on the same task.
  • justify, argue and defend their own point of view in the context of the group and the topic.
  • evaluate and criticise their own performance and the performance of others.
  • make compromises to find solutions.
Personal Competence
  • argue and defend a reflected ethical stance and personal values in the context of the climate emergency.
  • scrutinise and further develop their own design solutions and identify, justify and defend sustainable alternatives by applying different approaches to the same task.
  • learn from experience, acquire new knowledge and develop a critical relationship to their own design work.
  • set themselves clear objectives and a timetable for their realisation.
  • realise their design project with a high degree of autonomy.
  • carry out their design project with creativity, diligence and in a discipline.
Technology Competence
  • operate suitable tools safely and use them appropriately for the task and material.
  • use the digital tools available at the university (e.g. scanning devices, CAD and digital lasers and printers).
Personal Competence
  • argue and defend a reflected ethical stance and personal values in the context of the climate emergency.
  • scrutinise and further develop their own design solutions and identify, justify and defend sustainable alternatives by applying different approaches to the same task.
  • learn from experience, acquire new knowledge and develop a critical relationship to their own design work.
  • set themselves clear objectives and a timetable for their realisation.
  • realise their design project with a high degree of autonomy.
  • carry out their design project with creativity, diligence and in a discipline.
  • think and act in an interdisciplinary way.
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