Valeria Francesca Gozzi

Valeria Francesca Gozzi is a PhD candidate in Civil and Environmental Engineering at the Polytechnic University of Turin (2022-2025) and a lecturer at the University of Applied Sciences and Arts of Southern Switzerland (SUPSI) since 2006. Her research focuses on structural engineering with emphasis on conceptual design methodologies, infrastructure resilience, and sustainability integration.

She earned her Civil Engineering degree from the Polytechnic University of Turin in 2006 and has maintained parallel careers in professional structural design and academia. Her educational background includes significant contributions to architectural education through roles at the Academy of Architecture of Mendrisio and SUPSI, complemented by editorial work for Archi magazine and Espazium publishing house since 2018.

Her research interests center on the intersection of structural engineering and architectural design, particularly exploring how sustainability indicators can be embedded in conceptual structural design phases. She investigates infrastructure resilience through case studies of footbridges and aging structures, emphasizing the critical relationship between architectural vision and structural performance. Her work consistently addresses environmental, economic, and technical dimensions of structural systems.

Recent publications reveal a strong trend toward sustainable design frameworks, historical analysis of structural pioneers like Heinz Isler, and practical solutions for extending infrastructure lifespans. These works demonstrate her commitment to advancing structural engineering through interdisciplinary approaches that bridge theoretical innovation with practical application.

As an academic contributor, she serves as course collaborator for "Smart Infrastructures - Enterprising" in the Aerospace Engineering program at the Polytechnic University of Turin across multiple academic years (2022/23-2024/25), facilitating the integration of contemporary structural concepts into engineering education.