EA20SP Degree Programme in Civil and Construction Engineering, Construction Architect

This curriculum is a translation of the curriculum of the Finnish degree program.

Curriculum responsibility: Harry Dunkel

Basis of Education

The degree program in civil and construction engineering leads to a Bachelor degree in engineering, the degree title being Bachelor of Engineering. The scope of the studies is 240 credits and the duration is 4 years. The skills produced by the degree correspond to the level of higher education defined jointly in the European Union, which enables the movement of labor and experts.

The studies of a civil and construction engineering provide the ability to work as a building designer in architectural and engineering offices, construction companies and in the production of detached houses or building materials. A construction architect is qualified for the demanding class of master building designer in accordance with the regulation. As work experience is gained, a construction architect can work as a builder, project manager, information model expert and in various positions in the construction industry. New challenges in the construction industry include renovation, energy efficiency, healthy construction and data modeling. In his work, the construction architect is responsible for the architectural and implementation planning of the construction project.

Competence Standards

The degree program in Civil and Construction Engineering, Construction Architect equal to level 6 according to the Finnish and European Qualification Framework.

The competence profile of a construction architect consists of several competencies.

Structure of Studies

The studies of a construction architect are 240 credits. According to the curriculum, one year of study corresponds to 60 credits, which means 1,600 hours of student work. The student's work consists of e.g. contact hours (theory lessons and laboratory work), distance and independent study, e-learning and internships. The study includes working life-oriented research and development activities.

Development of Expertise

In Savonia's curricula, the study units form broader study modules. In this way, they support the overall development of the student and the development of expertise. At the same time, it is possible to combine teaching and work-based research and development.

The curriculum for construction architecture is designed in such a way that the degree produces the skills required in working life and ensures the development of the student's expertise. On the basis of the curriculum, the student prepares a personal study plan to support his / her studies and is responsible for the progress of his / her studies.

The curriculum for construction architecture is progressing according to annual themes. At the same time, the student's professional competence is strengthened from a novice to an expert. The themes of the studies are presented in the table. The first academic year is largely common to all construction engineering students. After this, the student of civil architecture becomes acquainted with professional studies in his or her field.

Methods and implementation

In Savonia, the pedagogical starting point is the Open Innovation Space (OIS 2.0) model. It combines high-quality education with research and development activities close to working life. Work-related education emphasizes students' motivation and commitment to studies. The development of students' expertise is promoted in various learning environments, by enabling diverse, time- and place-based year-round study and by making extensive use of the study of work. Comprehensive student guidance and the identification and recognition of prior learning are part of the students' personal study plan.

The project teaching model (CDIO) of the degree program in Civil and Construction Architecture aims to develop the student's holistic thinking, in which the work steps are assignment, observation, analysis, ideation, planning, implementation planning and critical examination. Part of the professional studies of a civil architect are connected to this project learning environment in the construction industry. Project teaching begins with a detached house design project in the first year of study. In the second year, an apartment building design project will be implemented, and in the third year, a hall project. Project teaching is decided for a fourth-year company-oriented project. With the help of project studies, students gain a clear understanding of their own role as a building architect, the various stages of a construction project, construction and design to production.

The aim of the study is to increase the student's professional expertise. With his studies, the novice grows into a self-initiated and independent expert. Students' self-direction is emphasized in teaching and supervision from the beginning of their studies. The responsibility for learning lies with the student himself, and the goal of learning is a deep understanding of what has been learned.

The aim of the supervision is to support studies in their various stages. At the beginning of the studies, the emphasis is on a personal study plan, in which the previously acquired competence is also identified. As the studies progress, emphasis is placed on career guidance, which supports the orientation of expertise, the development of working life skills and employment. Savonia teachers and other staff guide and support the student in defining and achieving personal professional goals. The aim of all supervision is to make the student's own use of time more efficient and to evaluate his or her own activities and thus improve his or her ability for continuous learning.

International skills are an important part of a building architect's expertise. Each student must include in his or her personal study plan at least 5 cr of studies completed in a foreign language. Students can emphasize internationalization in their personal study plan by choosing studies from an offer in English. Internationality can also be strengthened through a student exchange lasting a semester or a year or by completing an internship abroad.

Assessment guides and reviews the achievement of the student's study competence objectives. The subject of the assessment is the whole learning event, ie the achievement of knowledge and skills in accordance with the aims of teaching, the attitude and ability to take responsibility required for both study and working life. The evaluation of the courses is based on the evaluation criteria prepared for each course.

The working life orientation of Savonia's education is realized through the diverse networking of teachers. Networks also ensure the continuous development of a student’s substantive expertise. The staff creates learning situations and supports student learning. Student services, library and information services, international services and other university services help with studying. The training follows the principles of accessibility and sustainable development.

The studies in the curriculum can be implemented either in full or in part as online studies. Some of the studies are organized as online studies throughout the year, regardless of time and place. The course may also include part-time courses, the study and completion of which is supervised and supported online. Online implementation can also be an alternative way of completing the course.

Some of the courses are either entirely or partly in English, as language skills are an essential part of an engineer's professional skills. The English-language implementations also enable exchange students to participate in study courses, thus promoting the growth of the international skills of all students. In connection with the implementation of English-language courses, learning is ensured, if necessary, with support material in Finnish and a professional vocabulary.

Acquivisition of prior and current learning is a flexible way to gain credits especially in the final stages of studies. The competence included in the degree is acquired in part by doing work and performing agreed tasks. Work experience does not lead to automatic recognition. In some cases, the relevant leisure activities and hobbies can also recognized (e.g. as project studies).

Learning in the workplace or in hobbies is planned on the basis of the competence objectives of the course in cooperation with the teacher of the course. The work tasks presented by the student are assessed whether they in themselves produce sufficient competence in relation to the objectives or whether additional performance is required to achieve the competence. Competence can be supplemented, for example, with a presentation or a report.

Course Table

Course Descriptions

4 EXX8000 Tools for Technical Studies