Design

Educational objectives

Foundations of Mathematics

The course in Foundations of Mathematics is a learning activity designed to provide the basic mathematical skills required in scientific courses, particularly those involving an understanding of the physical and chemical properties of materials.

The general objective is to foster logical processes and critical thinking in students, with a particular focus on understanding the fundamental concepts of mathematical analysis and their most common applications.

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Knowledge required to achieve objectives

In reference to the Dublin Descriptors, the objectives of this course are to:
• Acquire knowledge of the basic contents of mathematical analysis, such as limits, functions, derivatives, and integrals.
• Be able to illustrate the main applications of mathematical analysis, having engaged with significant case studies within the context of the degree programme (e.g. function graphs, area calculations, introductory studies of shapes with particular reference to plane curves and their main properties).
• Gain fundamental scientific knowledge and develop critical thinking and individual tools useful for subsequent courses in the degree programme.
• Enhance individual abilities in solving complex problems: how to approach a problem, manage its complexity, and devise a resolution strategy.

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Sequence of teaching and learning activities

To achieve these outcomes, the course is structured into lectures, seminars, and exercises. The sequence of activities is organised according to the competence-building process.

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Assessment methods

Learning outcomes are assessed through interim tests to monitor the acquisition and consolidation of competences.

In the final examination, mastery of the topics covered will be verified through both written and oral assessments.

Educational objectives

Foundations of Drafting is an integrated course with two modules (Descriptive Geometry and Principles of Automatic Drafting), finalized: to know, to understand and to know how the basic concepts of descriptive geometry and representation, useful for spatial visual education both through the use of analogical and digital design to know, to understand the cultural knowledge to the solution of the problems that belong to the geometry of the plane; to know, to understand and to know how the main technical tools and the cultural knowledge for reading, understanding and representing the shape in its many geometric aspects.

Essential competencies and skills:

In according to the Dublin Descriptors, the objectives of this Course are:
- to know, to understand ant to Represent the bi- dimensional and the three-dimensional space (mutual relations between geometric entities, intersection problems, construction of solid complexes, shadows as a result of a projection from a proper center, the method of oblique and orthogonal axonometries; controlled by regular polyhedral and their intersection, the shadow in the axonometric model, the model of the orthogonal double projections, the rules, the graphic hierarchies and the drawing dimensioning system);

- to know, to understand and to know how the main software useful for the vector and raster drawing;

- Acquire autonomy of judgment with respect to the representation of the form in its multiple geometric manifestations.

Course organization:
Lessons will be presented following the building process of the knowledgebase. Final and intermediate exams will be devoted to verify the skills acquisition.

Assessment methods:
Learning is assessed through intermediate checks in order to verify the process of acquisition and consolidation of the skills transmitted. During the final examination (joint for the Integrated Course, will be verified the mastery of the topics (both theoretical and practical experimentation).

Educational objectives

Brief Description of the Course:
The course Materials Science is structured into two integrated modules: Material Properties and Processing Systems, which are closely linked. The course focuses on the physical and mechanical properties of the main materials (metals, ceramics, polymers, composites, glass, wood) and on processing technologies. The course, which has a primarily theoretical approach, provides the necessary foundation to later explore materials and technologies in depth, helping students understand the fundamental concepts for selecting and controlling materials in the design and production of products.

Skills required to achieve the objectives:
According to the Dublin Descriptors, the objectives of the course are:
• To know the properties and characteristics of materials that a designer can use;
• To study how materials, processes, and products are interconnected and how this relationship affects the properties and performance of the final product;
• To be able to apply the knowledge and tools acquired to autonomously and systematically select materials and production technologies;
• To know the available technologies for producing artifacts;
• To be able to re-elaborate the production processes of real artifacts using the knowledge gained;
• To develop autonomy of judgment regarding material control for product design.

Organization of educational activities:
The course includes lectures, seminars, and exercises. Activities are organized to develop skills step by step.

Assessment methods:
Learning is assessed through intermediate tests to monitor the progress of skills. During the final exam, students’ knowledge of the topics covered will be evaluated, particularly regarding the methodology used in material selection and design. The exam is common to both modules and results in a single final grade.

Educational objectives

History of Applied Arts

The course in the History of Applied Arts aims to provide students with in-depth knowledge of the historical and cultural evolution of applied arts and graphic design, with particular attention to design, industrial production, and applied visual arts. It seeks to develop a critical understanding of the relationship between function, form, visual language, and the cultural context of artefacts, exploring the main movements, masters, and trends that influenced the design of objects, environments, and visual communication from the eighteenth century to the birth of Design (early twentieth century). Particular attention is devoted to the analysis of the processes that transformed traditional craft techniques into industrial production, and to the relationship between technological innovation, aesthetic language, and visual communication.

Knowledge required to achieve the objectives
With reference to the Dublin Descriptors, the specific objectives of the course are:
• To acquire knowledge and understanding of the historical evolution of applied arts and graphic design, from craft-based contexts to industrial and digital ones;
• To analyse the main artistic and graphic movements, stylistic currents, and most significant works, understanding their impact on material, visual, and communicative culture;
• To acquire knowledge of the tools and methodologies of historical-artistic and graphic research;
• To develop independent judgement in the critical analysis of works, taking into account form, function, materials, visual language, and historical-cultural context;
• To contextualise contemporary design in the light of the history of applied arts and graphic design, identifying aesthetic, functional, and cultural references;
• To acquire the ability for autonomous and continuous learning, including through the study of subsequent areas of specialisation.

Organisation of learning activities
In order to achieve the expected learning outcomes, the course is structured into lectures, seminars, and practical exercises. Activities are organised to alternate theoretical-analytical sessions with moments of critical and practical exploration, with particular attention to the direct observation of works, artefacts, museum materials, historical archives, and graphic projects. The sequence of teaching activities is designed to support the progressive development of historical-critical and methodological competences, also integrating the reading and analysis of visual codes and graphic languages.

Assessment methods
Learning may also be assessed through intermediate tests, aimed at monitoring the consolidation of theoretical, critical, and analytical competences. During the final examination, students’ mastery of the main topics covered will be verified, along with their ability to critically analyse artefacts and graphic projects, and their understanding of the historical, cultural, technical, and visual processes that have shaped the evolution of applied arts and graphic design. The examination leads to a single final grade.

Educational objectives

The Basic Design Laboratory for Graphic Design is structured into two integrated modules: Basic Design for Visual Forms and Photography Techniques. The course aims to provide students with fundamental skills in visual design, with particular emphasis on typography, the selection and combination of typefaces, visual hierarchy, and basic editorial layout. Students explore the relationship between text, image, and space, developing critical and design skills for effective visual communication. Simultaneously, the photography module supports the documentation and visual representation of content, integrating image and text.
Knowledge required to achieve the objectives:
With reference to the Dublin Descriptors, the specific objectives of the course are:
Understand the fundamental principles of visual perception, graphic composition, and typography;

Select and combine typefaces to create coherent and readable visual hierarchies;

Acquire basic editorial layout skills, including space management, alignment, margins, and grid systems;

Develop critical analysis skills for evaluating graphic and photographic work in terms of legibility, aesthetics, and communication;

Apply basic photographic techniques to document projects and integrate image and text in visual design;

Acquire autonomy of judgment and learning ability through learning-by-doing processes.

Sequence of the different phases of the educational activities:
The course consists of lectures, seminars, and laboratory activities. In the Basic Design for Visual Forms module, students practice typographic design, composition, and layout, experimenting with text, fonts, visual hierarchies, and page layouts. In the Photography Techniques module, activities include practical exercises in shooting, lighting, and visual documentation. The teaching sequence is designed to progressively develop theoretical and practical skills, integrating analysis, experimentation, and typographic design.
Methods of assessment:
Learning is assessed through practical exercises, layout projects, and assignments. The final exam evaluates the mastery of visual communication tools and the ability to integrate image and text. The exam is common to both modules and results in a single final grade.

Educational objectives

The Basic Design for Product course is structured into two integrated modules, “Basic Design for Physical Artifacts” and “Prototyping Techniques” – both belonging to the Design discipline (CEAR-08/D) – and is aimed at providing knowledge and understanding of the principles and practices that determine the correct development of a physical artifact. This is expressed through the relationship between form and function, applying the fundamentals of sensory and cognitive perception, and progressing to the control of form through the acquisition of techniques for creating “rough prototypes.”

Knowledge required to achieve the objectives

With reference to the Dublin Descriptors, the specific objectives of the course are:
• Develop knowledge and understanding of the geometric composition of physical artifacts, also in relation to physical and cognitive perception (Basic Design for Physical Artifacts module);
• Develop applied knowledge and understanding of the relationships between form, materials, and colors (Prototyping Techniques module);
• Develop autonomy of judgment regarding the correct relationship between form and function (Basic Design for Physical Artifacts module);
• Develop skills useful for communicating the artifact through rough prototypes created with manual and digital prototyping techniques (Prototyping Techniques module);
• Acquire the ability to learn through learning-by-doing processes.

Sequence of the different phases of educational activities

To achieve the expected learning outcomes, the sequence of teaching activities is organized based on the process of skills development and includes:
• For the Basic Design for Physical Artifacts module: lectures, seminars, and practical exercises;
• For the Prototyping Techniques module: laboratory activities, including work in student groups.

Learning is assessed through intermediate tests and a final exam, which is combined for the two modules and results in a single final grade. Assessment will also verify the knowledge and skills acquired through the presentation of physical outputs (drawings and rough prototypes).

Educational objectives

The Basic Design for Interior Space course is characterized by two integrated modules: the first, Basic Design for Interior, and the second, Surveying and Representation Techniques for Interior Space.
The course focuses on learning a teaching methodology based on understanding and knowledge of the concept of space, both in its two-dimensional and three-dimensional components, considering both its abstract concept and practical use.
It is a learning process of geometric, morphological, and descriptive fundamentals, enabling a designer to acquire the basic tools for configuring an interior space and its possible uses.

Knowledge required to achieve the objectives
With reference to the Dublin Descriptors, the course objectives support the acquisition of the following knowledge and skills:
• Knowledge of spatial dimensions and the ways of inhabiting space, acquired through surveying and redrawing given spaces;
• Skills related to two-dimensional geometric drawing;
• Ability to occupy and inhabit space through the insertion of fixed and movable furniture elements that give the space a defined use and function;
• Knowledge and understanding of the design of a low-complexity artifact, with the ability to independently experiment with its functional and formal configurations using appropriate techniques and representation methods;
• Communication skills, to be demonstrated through visual presentations, descriptive reports, and graphic outputs;
• Learning ability for continuous methodological and content-related updating;
• Autonomous learning skills, integrating previous knowledge and competencies, including the ability to identify independent study paths even after the course.

Sequence of the different phases of educational activities
To achieve the expected learning outcomes, the course is structured with lectures, seminars, and practical exercises. The sequence of teaching activities is organized based on the process of skill development.
The final exam will be combined for the two modules and will result in a single final grade.

Assessment methods
Learning is evaluated through intermediate assessments to monitor the process of acquiring and consolidating the skills taught. During the final exam, mastery of the topics covered will be assessed through the evaluation of the final project.

Educational objectives

The course of Theories of Shape provides the graphic and visual fundaments of the graphic design. The main aims are to manage the basic codes of the
visual communication and to control the principles of the graphical composition in their many expressive valences.

Educational objectives

Integrated Course in Ergonomics and Cognitive Psychology for Design

The Integrated Course in Ergonomics and Cognitive Psychology for Design is composed of two modules: Ergonomics and Cognitive Psychology. The overall aim of the integrated course is to provide students with guiding principles for the study of cognitive processes and the methodological tools of Ergonomics.

Particular emphasis will be placed on the communicative aspects of user/human-centred design, in the dual sense of usability and aesthetic appeal, as well as on methods for assessing User Experience (UX).

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Knowledge required to achieve objectives

In reference to the Dublin Descriptors, the objectives of the integrated course are to:
• Acquire knowledge and understanding of the main concepts of psychology, with particular attention to general, social, and environmental psychology.
• Acquire knowledge and understanding of the main concepts of research methods, both qualitative (descriptive and interpretative) and quantitative (correlational and experimental), and of techniques for collecting and analysing psychological and socio-psychological data.
• Apply the acquired knowledge in examples and practices of psychological research applied to design and to architectural and environmental planning.
• Understand the principles governing interactions between humans and any other element of a system.
• Be able to explain the importance of user/human-centred design.
• Evaluate how artefacts should be designed to support communication and collaboration.
• Assess how technological and design solutions can influence user experience, stimulate behavioural change, and support adaptive processes through conscious, human-centred choices.
• Apply major psychological theories to design experiments through practical case studies.
• Communicate ideas and research findings effectively, not only in written form but also through storytelling.

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Sequence of teaching and learning activities

To achieve the expected learning outcomes, the course is structured into lectures and practical exercises involving research examples and applications. The sequence of teaching activities is organised according to the competence-building process.

Overall, the course is characterised by the relationship and correspondence between the theoretical–methodological and the empirical–practical components.

The final exam will be jointly administered across both modules, with a single grade.

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Assessment methods

Learning outcomes are assessed through a final examination (multiple-choice test and/or open-ended question(s)), aimed at verifying the process of acquisition and consolidation of competences.

In addition, students’ ability to apply theoretical and methodological content will be assessed through an individual or group project-based activity within the framework of a final design experiment.

The score achieved in the written examination may be supplemented by the above-mentioned project activity, which each student may have previously carried out with the support of in-class reviews.

Educational objectives

Brief Description of the Course:
The course Material Design and Technologies for Sustainability is composed of two highly integrated modules (Material Design and Technologies for Sustainability) and aims to provide students with the skills necessary for designing artifacts with, for, and through materials, in relation to technological contexts, expressive and linguistic domains, as well as environmental sustainability and circularity requirements. The course explores the technical-environmental and aesthetic-sensory potentials of the main material families, advanced production processes, and the methodologies necessary for their implementation in sustainability-oriented design.

Additionally, the course offers a general overview of technological frontiers, such as Advanced Manufacturing and Biofabrication, to make students aware of the current possibilities for design innovation through materials and production processes. Particular attention is given to the relationship between material, process, and product performance (both environmental and functional), especially in relation to the dual digital and sustainable transition.

Skills required to achieve the objectives:
With reference to the Dublin Descriptors, the objectives of the course are:
• To know and understand the role of the designer in the field of Material Design and its historical-critical evolution;
• To know and understand the hard and soft qualities of traditional and innovative materials;
• To know and understand the main types of production processes – including technological frontiers such as Advanced Manufacturing and Biofabrication – and their design potential in relation to materials;
• To be able to apply the tools and knowledge acquired by interacting with materials to activate Material Thinkering processes;
• To know and understand the environmental impacts of material and technology choices, and the importance of concepts such as recycling, reuse, and resource circularity;
• To acquire autonomy of judgment regarding environmental issues and the ability to select materials and technologies more consciously;
• To develop a critical attitude and autonomous learning skills for continuous methodological and content-related updating in relation to contemporary possibilities for innovation with, for, and through materials and technologies.

Organization of educational activities:
To achieve the expected learning outcomes, the course is structured with lectures, seminars, and practical exercises. There is a continuous interplay between theoretical and practical-design aspects to stimulate a personal critical-design inclination in selecting and applying materials and technologies. The sequence of teaching activities is organized according to the process of skill development.

Assessment methods:
Learning is assessed through intermediate evaluations to monitor the process of acquiring and consolidating the skills taught. During the final exam, mastery of the topics covered will be evaluated through the assessment of the final project. The exam for the integrated course is common to both modules (single grade).

Educational objectives

The Integrated Course of Drawing and Mock-up , consists of two specifics course in icar / 17: Three-Dimensional Modeling and Digital Modeling.
The general objective of the Integrated Course, is to provide the skills to investigate the complexity of design thinking, to find in it the synthetic and generative simplification, to identify the collaborating tool in the creation of the object.

Essential competencies and skills:
In according to the Dublin Descriptors, the objectives of this Course are:
- to introduce to understand and to experiment the operative tools, useful to govern the three-dimensional space in the different physical, graphic and digital models (transformation of the two-dimensional space in the three-dimensional space).
- to know, to understand and to experiment the operative tools for modeling and creating digital renderings in order to acquire a conscious management of the object and its virtual model: recognition, construction and control of complex geometries, essential procedures for the management of the digital image;
- acquire the critical capacity necessary to manage complex geometries with complex design consistency in their nature or in their spatial articulation by means of advanced digital techniques.

Course Organization:
To achieve the expected learning outcomes, the course is divided into lectures, seminars and exercises. The sequence of teaching activities is organized on the basis of the skills building process.

Assessment methods:
Learning is assessed through intermediate checks in order to verify the process of acquisition and consolidation of the skills transmitted. During the examination the mastery of the topics dealt with will be verified through the verification of the final project. Exam will be integrated (single mark).

Educational objectives

The knowledge of the history of design through the analysis of the various design theories, the study of the main authors and the object evolution from the end of the XIX century to nowadays, paying particular attention to italian design; the comprehension of the concept of applied or decorative arts and the definition of industrial design; relationships between contemporary architecture, contemporary art and design.

Essential competencies and skills:
In according to the Dublin Descriptors, the objectives of this Course are:
- to Know and to understand the history and the main design theories (from arts & crafts to Bauhaus, from applied arts to industrial design, to made in Italy);
- Learn about the protagonists, companies, museums and magazines of international design from the eighties to today;
- acquire the critical tools to understand design and the autonomous, dialectical or conflictual dimension with the social, cultural and economic contexts.

Course Organization:
To achieve these results the course is divided into lectures and seminars prepared in relation to the various topics of a theoretical, critical and methodological nature.

Assessment methods:
During the exam, the actual knowledge and mastery of the main topics covered during the course will be verified, through an oral exam.

Educational objectives

The integrated course “Structural Design for Design” consists of two integrated modules (Principles of Structural Mechanics for Design and Structural Design for Industrial Artifacts) and aims to provide an introduction to the fundamental concepts of mechanics and structural analysis. The course is realized through a design experience aimed at highlighting the role that mechanical requirements can play within the design process of industrial artifacts.

Every object, in fact, to perform the functions for which it is conceived, must necessarily be able to acquire and maintain its shape, despite environmental forces that tend to alter it. Structural analysis allows the prediction of the effects that environmental forces may have on objects. With the advent of complex geometries and innovative materials, accurate structural design can lead to a more optimized and economical form, and in some cases, even guide the definition of the form itself.

Knowledge required to achieve the objectives:
In accordance with the Dublin Descriptors, the objectives of the course are:
• To acquire basic knowledge of structural mechanics;
• To understand the role that structural analysis can play within the design process of industrial artifacts;
• To be able to use structural calculation software to perform simulations of the mechanical behavior of industrial objects;
• To develop autonomy of judgment in relation to structural design for design.

Sequence of the different phases of educational activities:
To achieve these outcomes, the course is structured with lectures, seminars, and exercises organized according to the different theoretical, methodological, technical, and operational topics. In particular, the course is characterized by the continuous relationship and correspondence between the analytical-cognitive phase and the practical-experimental phase.

Assessment methods:
Learning is assessed through continuous exercises in which students apply the knowledge conveyed during lectures and other classroom activities. The final exam includes two components:
• Evaluation of the exercises produced for the completion of the design experience of an industrial artifact;
• Oral examination to verify the actual knowledge and mastery of the main topics covered during the course.

The exam for the integrated course is common to both modules and results in a single final grade.

Educational objectives

The Integrated Course in Visual Communication Design Laboratory consists of two modules: Visual Communication Design 1 and Visual Communication Design Laboratory 1.
The course’s general objective is to provide students with the fundamentals underlying the graphic design of an artifact of limited complexity.

Knowledge required to achieve the objectives
In accordance with the Dublin Descriptors, the course objectives are:
• To know the fundamentals of the history of Visual and Graphic Design, with particular reference to industrial products;
• To know and understand the meanings of the minimal written/graphic unit, the basic elements of typographic techniques and composition, and the identity and composition techniques of a logo, a poster, or a graphic artifact of medium complexity;
• To develop and experiment with a graphic proposal using different tools and techniques: from photography to image reproduction and manipulation, from graphic layout software to web animation software;
• To know and experiment with the basic features of graphic layout and web animation software applications;
• To understand the formal and technical structures of a typeface, managing its application and relating it to the theories and methods of graphic and editorial design;
• To develop the ability to learn for continuous methodological and content-related updating;
• To develop autonomous learning skills in continuity with previous knowledge and competencies, including the ability to pursue independent study paths, including subsequent studies (1st-level Master’s, Master’s programs).

Sequence of the different phases of educational activities
To achieve the expected learning outcomes, the course is structured with lectures, seminars, and practical exercises. The sequence of teaching activities is organized according to the process of skill development. The exam for the integrated course is common to both modules and results in a single final grade.

Assessment methods
Learning is evaluated through intermediate assessments to monitor the process of acquiring and consolidating the skills taught. During the final exam, mastery of the topics covered will be assessed through evaluation of the final project.

Educational objectives

The Product Design Laboratory course is structured into two integrated modules, “Product Design” and “Product Prototyping” – both belonging to the Design discipline (CEAR-08/D) – and is aimed at providing knowledge and understanding of the design process of a product of medium functional and technological complexity. The course covers all stages, from acquiring the specific functional and usage requirements, to conceptualization, morphological development, and technological and material choices.

Knowledge required to achieve the objectives
With reference to the Dublin Descriptors, the specific objectives of the course are:
• Develop knowledge and understanding of the cultural and social aspects related to the use of a specific product (or product type), which define the semantic context of the project (Product Design module);
• Develop applied knowledge and understanding of technological development and manufacturing processes, including the correct use of materials most suitable for a specific product (or product type) (Product Prototyping module);
• Develop autonomy of judgment regarding morphological and semantic language aspects and their implications for technological and material choices (Product Design module);
• Develop skills useful for communicating the product through prototypes created with digital modeling and fabrication techniques (Product Prototyping module);
• Acquire the ability to learn through learning-by-doing processes.

Sequence of the different phases of educational activities
To achieve the expected learning outcomes, the sequence of teaching activities is organized according to the process of skills development and includes:
• For the Product Design module: lectures, seminars, and exercises, also to be carried out in student groups;
• For the Product Prototyping module: laboratory activities, also to be carried out in student groups.

Learning is assessed through intermediate evaluations and a final exam, which is combined for the two modules and results in a single final grade. The assessment will also verify the knowledge and skills acquired through the presentation of physical outputs (drawings and prototypes of medium complexity).

Educational objectives

The Public Space Design Laboratory is an integrated course composed of two modules: Design of Components for Urban Space and Techniques for Urban Installations and Surfaces, which share both the organization of laboratory activities and the final exam.
The general objectives of the course are to promote knowledge and understanding of the basic principles and techniques useful for designing an installation of limited complexity for a public space.

Knowledge required to achieve the objectives
With reference to the Dublin Descriptors, the course objectives support the acquisition of the following knowledge and skills:
• To know the basic elements necessary for spatial control of the design idea through adequate mastery of theoretical and operational tools, essential for understanding the relationship between public space and its use;
• To know materials and techniques related both to the space and its components, in order to control aesthetic outcomes and long-term performance;
• To understand the relationship between space and components in terms of morphology, ergonomics, dimensions, and use, through dimensional control, definition of usage modes, and perception;
• To develop a research-oriented attitude that includes both technological-material and immaterial aspects related to perception in the design;
• To develop and effectively communicate the design of a public space installation of limited size, considering spatial, functional, technological, material, and immaterial components, with appropriate awareness of the cultural and social aspects defining the reference context, making use of both physical and virtual models;
• To acquire the ability to learn for continuous methodological and content-related updating;
• To acquire autonomous learning skills in continuity with previous knowledge and competencies, including the ability to pursue independent study paths.

Sequence of the different phases of educational activities
To achieve these outcomes, the course is structured with lectures, seminars, and exercises organized according to the different theoretical, methodological, technical, and operational topics.
In particular, the course is characterized by the continuous relationship and correspondence between the analytical-cognitive phase and the experimental phase.

Assessment methods
Learning is assessed through continuous exercises in which students apply the knowledge conveyed during lectures and classroom activities. During the final exam, the totality of the exercises produced will be evaluated, and the student’s actual understanding and mastery of the main topics covered throughout the course will be verified, with particular reference to the final project. The grade and exam are integrated, resulting in a single final mark.

Educational objectives

General Objective of the English Course, is to Know the English language at a level at least equal to B1.

Essential competencies and skills:
In according to the Dublin Descriptors, the specific objectives of this Course are:
- Understanding texts in English of medium complexity on technical topics related to the field of specialization;
- Knowing how to express in English the reasons for their opinions and their projects activity.

Course organization:
The course is divided into lectures and exercises.

Assessment methods:
The learning is verified through continuous exercises in which the student applies the knowledge transmitted through the lectures and activities of classroom. During the exam will be evaluated the complex of exercises produced and verified the actual knowledge and mastery of the main topics dealt with and addressed during the course.

Educational objectives

The course History of Industry and Innovation Management consists of two integrated modules:
Module 1: History of the Made in Italy Industry
Module 2: Innovation Management

The course aims to provide students with a basic understanding of the categories and language of economics, and knowledge of the historical and economic context in which the design industry developed, focusing on the most important sectors of the Made in Italy.

Knowledge required to achieve the objectives:
With reference to the Dublin Descriptors, the specific objectives of the course are:
• To know the history of Made in Italy in relation to the socio-economic context from the 19th century to the present;
• To acquire critical tools for understanding the fashion and design systems today and the evolution of company structures over the centuries considered.

To achieve these objectives, the course traces the birth and evolution of Made in Italy, both regarding furniture and furniture components design, and fashion design, through the historical and economic reconstruction of the two most emblematic sectors of Made in Italy. The starting point will be the premises of the birth of Design, including international comparisons, leading to the success of Made in Italy in the post-war period and the importance assumed by these two sectors in contemporary times. The excursus will be set within the context of Italy’s social and economic evolution and the national and international framework. Several case studies of Italian companies, designers, and fashion designers among the most emblematic of the two sectors will be presented. Finally, seminars will be held with representatives and scholars of the sectors.

Assessment methods:
Learning is assessed through continuous dialogue with students during lessons. During the exam, students’ knowledge and mastery of the course content will be verified.

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Module 2: Innovation Management

Educational objectives (New Curriculum):
To acquire knowledge about the role and importance of innovations in companies, through understanding and analyzing the concept of innovation in its theoretical and practical aspects.
The course aims to provide students with the basic knowledge necessary for managing innovative projects and skills for individual creative thinking, entrepreneurship, learning processes, and project and knowledge management. Innovation will be presented as a strategic lever for change, clarifying its relationship with creativity and sustainability. Particular attention will be given to companies operating in the Made in Italy sector.

In accordance with the Dublin Descriptors, the objectives of the course are:
• To know and understand the main tools of entrepreneurship and new business development (project management) and be able to apply them in the context of design projects;
• To develop autonomy of judgment and interpretation, viewing innovation as a strategic lever for change.

Sequence of the different phases of educational activities:
To achieve these outcomes, the course is structured with lectures, seminars, and exercises organized according to the different theoretical, methodological, technical, and operational topics.

Assessment methods:
Learning is assessed through continuous exercises in which students apply the knowledge conveyed during lectures and classroom activities. During the final exam, the totality of exercises produced will be evaluated, and students’ actual knowledge and mastery of the main topics covered during the course will be verified.

Educational objectives

At the end of the Design Course, the student is called to carry out an additional activities (8 cfu) useful for the approach to the world of work.

These activities consist of:
1. work activities or internships, performed independently by the student during the course of study, provided they are relevant to the training objectives of the CDL;
2. curricular training internship (Jobsoul), carried out in qualified Italian or foreign structures: companies, professional firms, research centers.
3. workshops organized specifically by the Degree Course.

Essential competencies and skills:
In according to the Dublin Descriptors, the objectives of this Course are:
- to orientate and facilitate the future professional choices of the student;
- to carry out an introductory training experience and support the work of the final exam, as much as possible integrated to one of the two Final Synthesis Laboratories, depending on the Curricula chosen.
- learning skills for a constant methodological and content update
- ability to learn autonomously and in continuity with one's own knowledge and skills, also identifying autonomous courses of study for the future (Master 1°level, Master of Science).
Course Organization:
Approved the type of activity (or through Jobsoul procedure - if it is a Company-Internship - or through the formal ok by the President of the CdS if this is otherwise), the student will be able to book the examination call which will consist in the verification of documents (respectively by the Faculty Internship Office or by the designated professor), of the truthfulness and the correspondence of the developed activity.

Assessment methods:
Learning is verified during the preparation of the degree Final Exam, by the supervisor.

Educational objectives

To be admitted to the final exam, the student must have successfully concluded all the required exams and have acquired the related CFU.
This training activity is thought to be strongly "connected" or with the final synthesis laboratories (Curricula optional), of the 3rd year; or with the exams chosen (12 CFU) and with the other training activities (8 CFU).

Essential competencies and skills:
In according to the Dublin Descriptors, the objectives of this Course are:
- to develop an original and individual design project, which allows to verify the autonomy of judgment, communication abilities and skills acquired by the candidate.

Course Organization:
The final examination must be discussed by the candidate in the appropriate sessions provided by the calendar of the academic year, having successfully passed all the tests required and having acquired the related credits.

Assessment methods:
The verification is carried out by public presentation of the thesis work. The evaluation is carried out taking into account the general curriculum of the studies.

Educational objectives

At the third year, the student has the right to choose - for 12 cfu (2 exams, both by 6cfu, or 1 by 12cfu) - one of the first level courses by Sapienza.

Knowledge necessary for achieving the objectives:
In according to the Dublin Descriptors, the specific Goals of this Course are:
- to assist the acquisition of the competent authorities necessary for the preparation of the final examination
- to acquire multidisciplinary tools useful for the final examination and insertion into the world of work
- to know how to channel the concepts learned, within the specific skills of design

Sequence of the different phases of the training activity:
The student complete his / her "Trainign Iter" once a year (April / May or October / November) and define the free exam/s.
The student can change his / her choice,only 1 once for each academic year.