“E io pago!”
Establishing, for each laboratory, a maximum budget foresees, to avoid unsustainable and unexpected costs for students. This budget would be agreed upon each time with the teachers of the laboratory, to be verified thanks to the presentation of the receipts of materials and work required in order to avoid unsustainable expenses for some students and help them to estimate the expenses for the following months.
Let’s not go out of course for just one exam!
Give the possibility to choose single Master courses already in the bachelor in order not lo lose a whole year just for one missing exam for the graduation.
Did you spend 40 euros on white cardboard just to build the base of your model? Arrange spaces for the recovery and re-use of scrap material from the models.
We are convinced that the time has come to encourage the direct re-use of waste materials from work that each student produces daily. Instead of throwing them away, we propose to identify some areas where these waste can be concentrated, cataloged and reused free of charge by other students. In this way the costs to produce models would be reduced and, with a simple gesture, would have a significant impact on the central theme of recycling and reuse.
Does the final delivery oppress you? Unburden yourself, there’s the second appeal!
Many courses require that the final lab work be delivered only in the first appeal, thus limiting the possibility for students to organize their study and work time in preparation for the exams.
Ensure that the delivery date of the final laboratory is compatible with that of the exams to be prepared in the same semester, also allowing the participating students to use the subsequent appeals to deliver the final work, without being penalized in any way! In this way the student can organize his own calendar, being able to use all the available time, without being obliged to hastily conclude the delivery to respect the first deadline imposed.
Delivery of the project during the examination, and then?
Often the exam consists in the delivery of a project, then evaluated behind closed doors by the teachers. But how is this assessment assigned? Provide students with the criteria by which the project will be evaluated.
Hours of tutorials on Youtube in Japanese to learn Autocad?
Provide courses to ensure knowledge of the software required by the teachers. Being able to communicate ideas, concepts and visions with few and above all effective traits is the element that identifies the difference between winning and non-winning projects.
Software competence today is a fundamental pillar of the profession of Designer. We therefore propose to structure extra-curricular courses with facilitated access for Politecnico students, which offer solid bases on the use of useful and necessary programs for the conduct of the courses and which are actually preparatory to the achievement of certification of qualification.
Are you tired of always repeating the same story? The same story? The same story?
Carefully monitor the study plans, to avoid repetition of content within the same course of study and vary the educational offer differentiating the fields of competence of each course. Also review the distribution of the ECTS of some courses.
“Next day delivery!” “Um …” “Why not? 2 days are not enough?! “
Having at the beginning of the semester a well-defined schedule of the course that have to be respected to avoid unexpected deliveries with a very short delivery time. We will also make sure that any changes are communicated by the teacher with at least one week’s notice via e-mail. The calendar must be made public and remain available at any time during the semester on BeeP.
For them ten tables, while for you a book with a 10.000-character report? No, thanks: same course, same exam!
Often in course of study divided into several classes it happens that the methods and the difficulty of the exam are sometimes too different from each other. We propose greater collaboration between the professors of
various groups to guarantee fairness between the different classes in the exam topics and in the evaluation.
Finding the time to follow your optional course is like playing Tetris with your agenda?
We want that the greatest number of students can follow the optional courses of the School, identifying a single day dedicated to these lectures. To facilitate students we also propose a series of optional courses delivered in the evening, so that overlaps and crowded classrooms are more easily avoided.