|
Type A
|
Code |
Competences Specific | | | A45 |
Ability to concieve, execute and oversee construction design projects. |
| | A46 |
Ability to concieve, execute and oversee urban projects. |
| | A48 |
Ability to create functional programmes of buildings and urban spaces. |
| | A49 |
Ability to create functional programmes of buildings and urban spaces |
| | A56 |
Ability to design and execute urban layouts and projects of urbanization, gardening and landscaping. |
|
Type B
|
Code |
Competences Transversal | | | CT2-G |
Managing information and knowledge through the efficient use of IT |
| | CT3-G |
Solve problems critically, creatively and innovatively in their field |
| | CT5-G |
Communicate information clearly and precisely to a variety of audiences |
| | CT6-G |
Identify their learning process and their academic and professional careers |
| | CT7-G |
Apply ethical principles and social responsibility as a citizen and a professional. |
| | CT1-M |
Become sufficiently independent to work on research projects and scientific or technological collaborations within their thematic area |
| | CT2-M |
Forming opinions on the basis of the efficient management and use of information |
| | CT3-M |
Solve complex problems critically, creatively and innovatively in multidisciplinary contexts |
| | CT5-M |
Communicate complex ideas effectively to all sorts of audiences |
| | CT6-M |
Develop abilities to manage their professional career |
| | CT7-M |
Apply ethical principles and social responsibility as a citizen and a professional. |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | A45 |
Develop properly the specific, transversal and nuclear competences in a comprehensive project in the field of architecture.
Apply the discipline discipline's own techniques in a project execution.
| | | A46 |
Develop properly the specific, transversal and nuclear competences in a comprehensive project in the field of architecture.
Integrate the theoretical knowledge with the realities of the urban project
| | | A48 |
Develop properly the specific, transversal and nuclear competences in a comprehensive project in the field of architecture.
Apply the disciplinary discipline's own techniques into an architectural project.
| | | A49 |
Develop properly the specific, transversal and nuclear competences in a comprehensive project in the field of architecture.
Integrate the theoretical knowledge with the realities of the rehabilitation project
| | | A56 |
Develop properly the specific, transversal and nuclear competences in a comprehensive project in the field of architecture.
Integrate the theoretical knowledge with the realities of the landscape project
|
|
Type B
|
Code |
Learning outcomes |
| | CT2-G |
Master the tools for managing their own identity and activities in a digital environment
Search for and find information autonomously with criteria of reliability and relevance
Organize information with appropriate tools (online and face-to-face) so that they can carry out their academic activities
Produce information with tools and formats appropriate to the communicative situation and with complete honesty
Use IT to share and exchange information
| | | CT3-G |
Identify the situation as a problem in the field and be sufficiently motivated to face up to it
Follow a systematic method to divide a problem into parts, identify the causes and apply the knowledge specific to the discipline
Design a new solution by using all the resources necessary to cope with the problem
Include the details of the proposed solution in a realistic model
Reflect on the model proposed, find shortcomings and suggest improvements
| | | CT5-G |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions
Draw up texts that are structured, clear, cohesive, rich and of the appropriate length
Draw up texts that are appropriate to the communicative situation, consistent and persuasive
Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation
Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length
Produce a discourse that is appropriate to the communicative situation, consistent and persuasive, and interact effectively with the audience
| | | CT6-G |
Raise their academic and professional self-awareness
Identify their own learning process
Analyse the working or professional environment of their field of study
Design academic and professional tracks
| | | CT7-G |
Students are aware of the inequalities and the discrimination caused by gender and other factors, and understand the reasons that account for them.
Be able to identify major environmental problems
Recognise and reflect on social needs and problems, and get involved in improving the community
Recognise the ethical and deontological concepts in their field of expertise, show an ability for criticism and dialogue, and respect the rules and regulations that members of the university community must abide by
| | | CT1-M |
The student plans and carries out the project in an autonomous, organized and scientific fashion
The student can produce documents that are scientific in both structure and content
The student can present and defend their work (in front of an examination panel in the case of the Master’s thesis)
| | | CT2-M |
Master the tools for managing their own identity and activities in a digital environment
Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge
Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects
Produce information with tools and formats appropriate to the communicative situation and with complete honesty
Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer
| | | CT3-M |
Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution
Follow a systematic method with an overall approach to divide a complex problem into parts and identify the causes by applying scientific and professional knowledge
Design a new solution by using all the resources necessary and available to cope with the problem
Draw up a realistic model that specifies all the aspects of the solution proposed
Assess the model proposed by contrasting it with the real context of application, find shortcomings and suggest improvements
| | | CT5-M |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions
Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas
Draw up texts that are appropriate to the communicative situation, consistent and persuasive
Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation
Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas
Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience
| | | CT6-M |
Raise their professional self-awareness
Develop a professional attitude
Analyse the professional environment of their speciality
Design specific professional tracks
| | | CT7-M |
Students must be able to include gender perspective in their student activity.
Analyse the major environmental problems from the perspective of their field of expertise in their student and/or professional activity
Be able to give arguments based on social values and make proposals for the improvement of the community
Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise
|
|
Type C
|
Code |
Learning outcomes |
| Selection technique and assignment |
| Procedures |
|
The selection and assignment of the subject of the Final Year Project will follow the following procedure: 1 - The student will propose to the coordination of the degree the field in which he wants to develop his Degree Project. 2 - The Degree Project will be assigned by the coordinator, from among the teaching staff, in accordance with the subject chosen by the student. 3 - The final theme will be agreed between tutor and student. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1.5 |
0 |
1.5 |
| Mechanisms for coordinating and monitoring the bachelor’s degree/master’s degree thesis |
|
30 |
350 |
380 |
| Drafting of the bachelor’s degree/master’s degree thesis |
|
30 |
313 |
343 |
| Presentation and defence of the bachelor’s degree/master’s degree thesis |
|
2 |
24 |
26 |
| |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Specific action plan / execution |
| |
Description |
| Introductory activities |
Brief explanation of the operation of the PFG and the allocation of subjects. |
| Mechanisms for coordinating and monitoring the bachelor’s degree/master’s degree thesis |
Desenvolupament de l'avantprojecte, projecte básic i l'executiu |
| Drafting of the bachelor’s degree/master’s degree thesis |
Desenvolupament de l'executiu complet |
| Presentation and defence of the bachelor’s degree/master’s degree thesis |
Presentation and Defense in public before a court designated for this purpose |
| Coordination and monitoring mechanisms |
|
|
|
Description
|
|
Along the course, each tutor will conduct individual and collective critical sessions on the work of his students. Similarly, critical sessions will be held with teachers with technical and specific knowledge of structures, facilities and construction. The defense of PFG a court, consisting of a president, a secretary and one or two vowels will be established. |
| Evaluation criteria and procedures |
| Es durà a terme una avaluació interna (per part de la universitat) |
| Methodologies |
Competences |
Description |
Weight |
|
|
|
|
| Drafting of the bachelor’s degree/master’s degree thesis |
|
The evolution of the work will be evaluated by the tutor before appearing in court |
30% |
|
| Presentation and defence of the bachelor’s degree/master’s degree thesis |
|
PFC will be evaluated in public defense before the court appointed for the purpose. The members of the court will examine the graphic and technical documentation, the memory and the exhibition made by the student. |
70% |
|
| Others |
|
|
|
| |
| Other comments and second exam session |
|
La evaluació del TFG es realitzara de la seguent manera:- La comissio juntament amb el tutor fixaran el 30 % de la nota i autoritzaran la presentacio del treball front al tribunal- El tribunal de TFG otorgara el 70% de la nota final i proposara a la comissio la rectificacio de la nota o la qualificacio de Matricula de Honor.
|
| Basic |
|
ectura recomanada: Espuelas, Fernando (2009) “Madre materia” Editorial Lampreave, Madrid Mc Harg, Ian (1992) “Proyectar con la naturaleza” Editorial Gustavo Gili, Barcelona Pallasmaa, Juhani (2006) “Los ojos de la piel” Editorial Gustavo Gili, Barcelona Rudofsky, Bernard (1964) “Architecture without architects” Academy editions, Londres Sennet, Richard (2013) “El artesano” Editorial Anagrama, Barcelona Zumthor, Peter (2004) “Pensar la arquitectura” Editorial Gustavo Gili, Barcelona Consulta tècnica: Deplazes, Andrea (2005) DArch ETH “Construir la arquitectura, del material en bruto al edificio. Un manual” Editorial Gustavo Gili, Barcelona 2010 AITIM (Asociación de investigación técnica de las industrias de la madera y el corcho) (1994) “Guia de la madera” Quintáns, Carlos y Marzo, José Ma (directores revista de arquitectura) (1995-2012) “Tectónica” ATC ediciones s.l, Madrid Schittich, Christian (Jefe de redacción) “Detail” Review of architecture+ Baudetail, München |
| Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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