CU InovPed

Observing - from Art to Clinical Practice

(CU's administrative headquarters - FMUP)

The first objective is to consolidate visual literacy: using art to improve observation skills and clinical diagnosis.
By introducing students to visual thinking strategies and through the observation of works of art and images from real clinical cases, as well as through discussion groups and a drawing workshop, the aim is to develop students' observation, description and analysis skills, as well as to train them in critical thinking and teamwork.

Expected learning outcomes:

• Understanding the metacognitive process of observation.
• Practicing observation through art.
• Improving observation, verbal description, analysis and interpretation skills.
• Development of clinical observation and diagnosis skills.
• Training in communication and teamwork.
• Building resilience and empathy.
• Understanding the concept of personal bias and learning to deal with uncertainty in health.

Health, Well-being and Architecture

(CU's administrative headquarters - FMUP)

The objectives of the course are: 1. To explore and discuss the implications of the quality of residential, educational and public spaces on the health of users; 2. To analyze case studies from the perspective of Health and Architecture, in an approach based on scientific evidence and the social, geographical and cultural context in which they are located; 3. Discuss, in an articulated manner, strategies for improving the health and well-being of populations through the design of sustainable, efficient and accessible spaces; 4. Build empathy for the participation of populations, for a conciliatory approach in defining strategies for improving their living conditions.

Expected learning outcomes:

• Know the main environmental and social determinants of health;
• Analyze and identify the main threats to the health and comfort of the places where people live;
• Identify good practices in the design of residential, educational and public spaces that contribute to the physical and psychological health and well-being of their residents and users;
• Promote transdisciplinary discussions on hazards, good practices and potential solutions in order to better design and advocate for the construction of healthy spaces;
• Integrate basic concepts of Public Health and Architecture for a better understanding and advocacy of healthier living spaces.

Digital Culture - Living Space(s)

(CU's administrative headquarters - FAUP)

The proposed UC pursues one of InovPed's main objectives which, in broadening the curricular offer at the University of Porto, is committed to interdisciplinarity and the transversality of different areas of knowledge. In this context, architecture, the arts, design, media theory, cyberculture and digital and computer technologies all contribute to the development and consolidation of a transversal and emerging theme such as Digital Culture.

Expected learning outcomes:

• The course will enable students to develop comprehensive knowledge of the history, protagonists, nature and impact of computer systems on society and culture. At the same time, it ensures the development of knowledge about architectural, artistic and design theory and practice with computer systems.
• It also aims to provide critical and operative analysis and reflection on the impact of digital media.
• Finally, it ensures knowledge and appreciation of the different intersections of Digital Culture from different dimensions of human activity and knowledge.

Cross-cutting Competences: SciTech-Cross-cutting challenges in science and technology

(CU's administrative headquarters - FEUP)

Transversal competencies (TC) ("soft skills", "transversal competencies", "transferable skills") go beyond disciplinary knowledge (of a technical-scientific nature), i.e. they do not relate specifically to the technical or scientific nature of the exact sciences, technology and engineering field of the curricula ("hard skills"), but above all to a variety of competencies of a transversal nature ("soft skills") that enhance the personal development of students and their professional competencies, when transferable to the workplace.

Expected learning outcomes:

• The aim of this CT course is for students to acquire skills in the development of science and technology projects, specifically in the areas of designing a prototype, case studies and arguing in defense of ideas, exploring the skills of teamwork, its management and working on communication skills.

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Sustainability in Health

(CU's administrative headquarters - FEP)

The Health Sustainability CU will focus holistically on the problem of processes related to the proper functioning of hospitals and other health units, taking into account the long-term sustainability of the health system model. This implies a business and economic understanding of the costs and environmental impact of non-optimized health solutions, as well as approaching health from a preventive perspective through the adoption of health-promoting lifestyles, thus contributing to a health model that reduces costs, improves quality of life and reduces environmental impact in the long term. Thus, this CU becomes transversal, focusing on a current and relevant theme for a large number of students from different OUs at UP.

Expected learning outcomes:

• KNOWLEDGE AND UNDERSTANDING
  1. By the end of the programme, students will understand the problems of environmental and organizational sustainability in a healthcare institution.
  2. By the end of the program, students will know the main solutions to the problems identified, based on the work of multiple health companies and the literature; and they will know the regulations associated with sustainability problems (United Nations Sustainable Development Goals).
• INTELLECTUAL COMPETENCES
  3. By the end of the programme, students will be able to think critically and recognize the importance of preventive health strategies, both at a population and organizational level, as well as their medical and scientific underpinning.
• PRACTICAL AND TRANSFERABLE SKILLS
  4. At the end of the program, students will know how to develop an action plan for the sustainable restructuring of a healthcare company.
• ETHICS AND RESPONSIBILITY
  5. By the end of the programme, students will demonstrate strategic thinking, systematically applying principles of environmental and organizational sustainability, as well as ethical reasoning.
  6. By the end of the programme, students will understand the problems of environmental and organizational sustainability in a healthcare institution.

Community as practice - a transdisciplinary and collaborative space for intervention

(CU's administrative headquarters - FPCEUP)

The course aims, through a service learning methodology, to involve students from different disciplinary areas in projects to solve problems identified in communities in the city of Porto, using transdisciplinary, collaborative and creative strategies.

Expected learning outcomes:

• Knowledge of the procedures for building a community service project
• Understanding of care when entering the community
• Recognition of communities as places of "needs" and "resources"
• Critically evaluating available information and using it creatively to produce transformative solutions
• Design and implementation of a community service project
• Expression and active listening skills
• Being able to work productively in groups
• Describing the intervention process in written, reflective and vivid records
• Deepening a sense of social responsibility

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Biolaboratory - Multidisciplinary Experimentation Project

(CU's administrative headquarters – ICBAS)

The training unit seeks to provide students from different backgrounds with the opportunity to get involved in multidisciplinary projects that address current problems in biology, seeking a framework in the light of current knowledge and responding to pertinent scientific questions aligned with societal challenges and concerns.
The essence of this training unit is to promote multidisciplinary learning environments that contribute to merging the acquisition of new knowledge, the development of laboratory skills, and experimentation as a response to solving specific problems.

Expected learning outcomes:

• Recognize the relevance of multidisciplinary approaches in the production of scientific knowledge and in science-society dialogue;
• Develop dialogue and collaboration skills in a multidisciplinary team;
• Develop the ability to conceive, plan and implement project work, promoting collaborative work that enhances the complementarity of knowledge and skills;
• Develop (and/or deepen) laboratory work skills in the context of life sciences and the issues under study;
• Stimulate skills that promote the group project in front of different audiences, namely their peers, but also other social agents.

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Personal skills development

(CU's administrative headquarters – FPCEUP)

The general aim of this course is to provide transversal training in the field of soft skills. Throughout the course, students will carry out a self-assessment of their skills and resources and identify skills training. By the end of this course, students should have developed/stimulated their self-knowledge and a set of interaction and personal regulation skills.

Resultados de aprendizagem esperados:

• Knowledge to understand the importance of the continuous development of soft skills;
• Self-awareness of personal skills, weaknesses and resources;
• Interpersonal communication skills, collaborative work and conflict management;
• Critical, reflective and creative thinking skills;
• Skills related to time management and problem solving;
• Ability to reflect on their professional projects and personal skills to be developed in the future, by drawing up a Personal and Professional Development Plan (PDPP).

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Digital Health

(CU's administrative headquarters – FFUP)

During training, techniques that encourage self-learning will be favored, with students encouraged to carry out prior research on the topics to be covered in class. This will allow for more effective interaction and discussion during the class. In order to stimulate learning, examples of digital tools, products or services that have already been implemented, both nationally and internationally, will be presented. In some situations, the use of digital tools will be simulated in the classroom, putting students in the position of caregivers, informal caregivers and citizens/patients.

Expected learning outcomes:

• Knowledge for an interdisciplinary and integrated understanding of the human ageing process in its different dimensions;
• Skills for applying knowledge to solve problems enhanced by current demographic ageing trends through digital solutions;
• Skills that enable them to search for, find, understand and evaluate health information from electronic sources and apply the knowledge acquired to answer questions and solve problems related to the health of citizens;
• Skills that enable the development of effective, reliable and easy-to-use eHealth tools;
• Analytical, critical, reflective and creative thinking,
• Skills related to time management, problem-solving skills, decision-making skills, learning strategies, planning skills and digital skills;
• Interpersonal communication, collaborative work, conflict management and negotiation;
• Entrepreneurial skills and health innovation skills;
• Digital health literacy and a positive attitude towards technology.

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Sustainability of Food Production and Consumption

(CU's administrative headquarters– FEUP)

With the Sustainability of Food Production and Consumption course you will gain important skills for assessing environmental sustainability throughout the supply chain associated with food production and consumption.In this curricular unit you will play a fundamental role in the permanent updating of knowledge required by continuous scientific and technological progress and its consequences in the world of work. Through a theoretical-practical component, a tutorial component and an autonomous work component, you will be able to meet the new skills required by the many social and economic agents.

Expected learning outcomes:

Upon successful completion of the Sustainability of Food Production and Consumption (SusPAC) course, students should be able to:

• Understand the differences between the various phytotechnologies (e.g. herbaceous horticulture, fruit growing, viticulture, arable crops, fodder and pasture);
• Know the different production technologies: intensive vs. extensive; soil vs. hydroponics; open air vs. protected crops;
• Distinguish between the different production methods: organic, integrated and conventional;
• Understand the basics associated with the sustainable production of quality food;
• Identify the challenges, trends and opportunities facing primary production;
• Explain the basic concepts associated with current modes of food production, current patterns of consumption and food waste;
• Know and describe the methodologies for assessing food consumption and the existing sources of information;
• Identify methodologies for quantifying food waste, their applicability and limitations
• Describe and apply the methodologies used to assess environmental sustainability;
• Know and describe the processes used to recover solid urban waste in the Greater Porto region;
• Evaluate and discuss the environmental sustainability of food production processes using a quantitative methodology;
• Describe the stages of the food life cycle and identify the types of environmental impact of food production and consumption processes, focusing on the food life cycle (from production to consumption);
• Critically analyze scientific publications that present different positions on sustainability associated with food production and consumption. Demonstrate this critical capacity in the preparation of practical group work.

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Science communication for non-specialized audiences

(CU's administrative headquarters – FEUP)

This curricular unit aims to help students acquire/develop skills that will enable them to articulate their research in a convincing and accessible discourse for a non-scientific audience. It aims to enable students to:

• Understand scientific communication techniques in an interdisciplinary way
• Establish dynamics of trust between scientists/engineers and the general public
• Establish effective science communication strategies
• Consciously influence individual and collective behavior
• Define science policies
• Establish accessible dialogues on critical scientific and social issues with a non-specialist audience
• Motivate students to communicate science in its various forms to non-scientific audiences
• Identify and characterize target audiences and models used in science communication initiatives

Expected learning outcomes:

UC focuses on a skills development program for scientists interested in public outreach and science communication. One of the objectives is to build a relationship of trust with the general public. To enhance the ability to excite others about what science is capable of. To create open avenues of communication for potentially complex and inhibiting topics. To give tangible meaning to the unconventional work of scientists.

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Interdisciplinary Experimentation Open Laboratory 

(CU's administrative headquarters– FLUP)

With the Interdisciplinary Experimentation Open Laboratory course you will acquire basic skills in creating innovative digital experiences and will be able to identify the added value in creating an innovative digital experience.Through theoretical exposition and an experimentation exercise in the field of digital content production or technologies for innovative digital content, creativity and project management, you will be able to share and concretize the concepts and content learned from your original scientific area.

Expected learning outcomes:

The aim is for students to:

• know how to plan, implement and validate part of an innovative digital experience;
• know how to identify their disciplinary contribution within a large-scale project in the area of digital experience production, for example in the cultural field;
• acquire basic skills in the field of creating tools and/or producing innovative digital experiences;
• identify the added value in creating an innovative digital experience.

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Healthy Sports - Credits in Motion

(CU's administrative headquarters – FADEUP)

In the Healthy Sports - Credits in Motion curricular unit you will be able to obtain enormous benefits for your well-being through an individual physical activity program. In this course, you'll be able to recognize the importance of nutrition as an integral part of your health, injury prevention and sports performance. You will also be able to reduce risk behaviors and develop sports habits based on sustainable principles. Through participation in sporting activities in the U.Porto Sports program and theoretical content, you will be able to acquire healthier habits and lifestyles.

Expected learning outcomes:

The syllabus for this course will enable students to:

• Make conscious choices about the type of sporting activities to practise and the impact these will have on their health;
• Make the right food choices from a health and well-being perspective;
• Identify the body's warning signs of physical inactivity;
• Recognize the importance of nutrition as an integral part of student health, injury prevention and sports performance.

They should still have succeeded:

• Increase your daily physical activity levels;
• Change their daily behavior by becoming more active and, consequently, reducing the risk of various diseases associated with a sedentary lifestyle;
• Reduce risky behaviors;
• Develop sporting habits based on sustainable principles.

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Circular Economy

(CU's administrative headquarters – FEUP)

With the Circular Economy curricular unit you will gain a clear understanding of the conceptual and legal model of this topic, strategic models applied in local and integrated contexts, the role of technology and innovation and real interdisciplinary cases. Through a variety of teaching tools, including group activities, gamification, e-learning and various technical visits, this curricular unit will enable you to obtain a set of competences and skills on the new relations of production, distribution and consumption. The innovation of processes, products and materials and the corresponding socio-economic transformation will be areas covered here that will allow you to structure new business models using integrated relationships and restructuring of production processes, as well as the production and use of products.

Expected learning outcomes:

The teaching and learning program will enable the student:

• Revisit current linear management models and review them in the light of the new organizational and strategic perspective imposed by the circular economy;
• Rethinking production processes and the production and use of products;
• Identify opportunities to improve current processes and products and to create new businesses;
• Develop and influence new production, distribution and consumption relationships;
• Promote, through innovation in processes, products and materials, a substantial socio-economic transformation;
• Structuring new business models using integrated relationships such as industrial symbiosis (e.g. waste as a resource).

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Cultures in the Production of Knowledge in Science

(CU's administrative headquarters– ICBAS)

In the Cultures in the Production of Knowledge in Science course you will gain a better understanding of the dynamics of science, as well as a better awareness of the importance of dialogues between different disciplines.Through various tasks that you will have to carry out, the results obtained will potentially be considered for further contribution by you to an open online digital platform on the production of knowledge in science. In this curricular unit you will also obtain a set of skills that will allow you to achieve a more integrated and in-depth knowledge of aspects of the dynamics of science and its history, as well as making it possible to identify instrumental aspects of a scientific area. These aspects you will be able to translate into methodological strategies in other scientific areas.

Expected learning outcomes:

The training unit explores dynamic aspects of the production of knowledge in science based on cross-disciplinary narratives. It seeks to reflect on this process, giving expression to the idea that it is an important part of different aspects of science: research activity itself, scientific training and the promotion of a scientific culture. As a result, we hope to

• increased capacity for dialogue between areas of scientific specialization;
• increased ability to situate a given piece of scientific knowledge in the wider field of science and scientific culture;
• ability to identify instrumental aspects of one scientific area and translate them into methodological strategies in other scientific areas;
• more integrated and in-depth knowledge of aspects of the dynamics of science and its history;
• broadening of the repertoire of ideas that make it possible to question in science.

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Heritage and Landscape. Management, Analysis and Design

(CU's administrative headquarters – FAUP)

The course Heritage and Landscape. Management, Analysis and Design will allow you to develop interdisciplinary working skills between architecture, art history, landscape architecture and civil engineering and, with this, build critical thinking on the topics covered. Through various activities, such as fieldwork, participation in seminars or even the preparation of exhibitions, you will be able to gain a range of knowledge about rehabilitation, conservation, restoration and maintenance strategies, as well as recognize and apply heritage management models. In this course, you will be able to use tools such as management plans, risk analysis and maintenance plans, and you will also acquire knowledge about methodologies and intervention practices in the built environment and landscape.

Expected learning outcomes:

Today, heritage and landscape are inseparable and central themes in contemporary society as a support for identity and a factor in sustainable socio-cultural and territorial development. In this way, this training unit allows students to develop interdisciplinary working skills - between Architecture, Art History, Landscape Architecture and Civil Engineering - which are fundamental to a contemporary practice of intervention in the built environment and the landscape.

The following learning outcomes stand out:

• Acquire knowledge of theories, methodologies and intervention practices in the built environment and landscape;
• Develop analysis and design methodologies and gain knowledge of rehabilitation, conservation, restoration and maintenance strategies.
• To enable the student to recognize and apply heritage management approaches and models, as well as to plan and intervene in the field of integrated management (risk analysis, management plans and maintenance plans).
• Explore new tools, technologies and teaching practices (video, photography, drawing tools, risk analysis, virtual exhibition).
• Build critical thinking on the topics covered.
• Develop communication skills to disseminate and promote knowledge of heritage and landscape in the educational, professional and social spheres.
• Develop theoretical and practical skills for further study at postgraduate level and future professional integration.

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Arts Education, Technology and Society

(CU's administrative headquarters – FEUP)

With the Arts Education, Technology and Society course, you will gain a more complete and complex view of the relationship between education, technology and learning. Through the definition and application of audiovisual production processes, software development, development tools and team production, you will be able to critically reflect on the complex relationships between technology and art education. In this curricular unit you will also get to know different understandings of what communities are and even be able to critically use the dynamics of participation in promoting community change and social transformation.

Expected learning outcomes:

At the end of the course, students should have acquired the following skills:

• General knowledge of the different epistemological fields surrounding technological and distance learning in art education.
• Building a more complete and complex vision of the relationship between education, technology and learning.
• Knowing different understandings of what communities are and the tensions that underlie them, and being able to critically use participatory dynamics to promote community change and social transformation.
• Ability to critically reflect on the complex relationships between technology and art education.
• The ability to identify problems and needs in an educational community.
• Ability to define and apply an audiovisual production and software development process, using agile practices, development tools and team production.

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Territory's Representations, its Drawing and Images

(CU’s administrative headquarters – FBAUP)

In the course Territory's Representations, its Drawing and Images you will be able to explore the common strategies of thought and method, communication and expression that art, science and technology can share. Through the development of a project for the representation and graphic expression of a territory and contributions from guest speakers, you will be able, among other things, to learn about and value different representations of the territory from different dimensions of human activity and knowledge. In this curricular unit you will obtain a set of skills that will allow you to master the scale of the territory and even operationalize strategies for identifying the types of deviations resulting from the confrontation between reality and representation.

Resultados de aprendizagem esperados:

In the course Representations, Drawings and Images of the Territory, students should focus on the development of two tasks:

• develop a project for the representation and graphic expression of a territory, a project that manages to address the scientific, artistic and technological areas in an integrated manner and from a cultural perspective, revealing drawing as the transversal area of knowledge that promotes these connections;
• include in the project to be developed contributions from guest speakers who address representations of the territory from their own perspective.

By carrying out these two tasks, students will achieve the objectives of the course:

• identify and value the field common to the three areas of knowledge involved, from a culturalist perspective and mediated mainly by Drawing;
• get to know the morphology of different territories from different representations and through Drawing practices, valuing the body's relationship with form and space, based on Alberto Carneiro;
• reflect on the position of the body in the territory, both in records to be produced and in representations read, taking into account the perceptual contexts specific to these representations;
• fruitfully articulate the relationship between different types of graphic records, as a method, but also as a learning process in itself. It will be through the fulfillment of two essential tasks, defined by the general objectives listed, that students will be able to achieve the skills and knowledge that the course aims to provide.

In other words, at the end of the school term, students will have acquired the following knowledge and skills:

• know and value different representations of the territory from different dimensions of human activity and knowledge;
• read and interpret different representations of territories and places - without forgetting that this act is itself a representation - using drawing as a mediator;
• recognize and describe places and territories at different scales and in different times, using various modes of drawing;
• mastering the scale of the territory, in its close relationship with different ways of approaching its perception and graphic representation, over selected time intervals.
• build and operationalize strategies for identifying and controlling the different types of deviations resulting from the confrontation between reality and representation.

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