Ulysseus Cityscapes - Design, Architecture and Tourism Landscapes (3 cr)

Evaluation scale

H-5

Schedule

* Session 1: Mon 25.08.2025, 09.00-17.00
* Session 2: Tue 26.08.2025, 09.00-17.00
* Session 3: Wed 27.08.2025, 09.00-17.00
* Session 4: Thu 28.08.2025, 09.00-17.00
* Session 5: Fri 29.08.2025, 09.00-17.00

Materials

The course incorporates a balanced mix of conceptual and empirical readings, requiring a significant level of independent study. Participants are expected to identify and engage with relevant materials, read extensively, and critically reflect on the content. A reasonable amount of preparatory reading will be required before each session. Below is a list of indicative publications that provide foundational context for the course. Additional resources, tailored to the course content, will be accessible through the course’s Team platform.

* Kanaani, M. (2022). The Routledge Companion to Ecological Design Thinking: Healthful Ecotopian Visions for Architecture and Urbanism. New York: Routledge.
* Liedtka, J., Salzman, R., & Azer, D. (2017). Design Thinking for the Greater Good: Innovation in the Social Sector. New York: Columbia University Press.
* Stickdorn, M., Hormess, M., Lawrence, A., & Schneider, J. (2018). This Is Service Design Doing: Applying Service Design Thinking in the Real World - A Practitioners' Handbook. Sebastopol: O'Reilly Media.

Teaching methods and instruction

This course adopts design thinking and blended learning pedagogical approaches, incorporating a flipped classroom model supported by three primary learning modalities: (1) contact learning, (2) directed learning, and (3) self-directed learning. A portion of the course hours is dedicated to fostering interactions between students and experts, including the facilitator and industry partners. Participants will engage in an intensive week of interactive contact learning sessions designed to promote active learning. Contact learning sessions are conducted in dynamic and participatory formats using interactive methods. Directed learning includes both individual and collaborative activities, such as a design project undertaken for a real-life challenge, allowing students to apply course concepts to practical scenarios. Self-directed learning is also emphasized, encouraging students to develop independent learning skills and take greater responsibility for defining and achieving their educational objectives. The course leverages Teams as its virtual learning environment, providing a platform for online engagement, resources, and support.

In short, this course provides:
* 1h of online contact teaching/learning
* 39h of directed and self-directed learning
* 40h of in-person directed learning
* 1h of the assessment of one’s own learning

Working life connections

Students will participate in learning project that involve selected areas of the City of Helsinki.

Exam dates and re-exam possibilities

N/A

Internationality

The participants in this course come from a range of European universities, contributing to a diverse and international learning environment. The course is designed to cultivate an international mindset by integrating globally relevant content and examples into the curriculum. Facilitators employ instructional methods that are sensitive and appropriate to the needs of culturally diverse learners. All sessions are conducted in English, and the reading materials include international scholarly and professional resources. Learning activities are likewise carried out in English and are structured to encourage participants to critically engage with and reflect upon ‘glocal’ issues, those that intersect global and local dimensions, thereby fostering the development of intercultural competence.

Completion alternatives

N/A

Learning assignments

* 20% Individual Pre-assignment
* 80% Group assignment

Assessment methods

* This course utilizes a combination of formative and summative assessment methods.

The grading scale at Haaga-Helia University of Applied Sciences differs from the ECTS grading scale, as it is not based on proportional distribution. Unlike the ECTS system, which assigns grades based on an expected distribution of outcomes, the Finnish grading system evaluates each student solely on their individual performance. There are no predetermined rules or expectations regarding the proportion of participants who can receive a particular grade in any given course. Grades are awarded independently of how other students perform, ensuring a fair and individualized assessment.