Interior Architecture (Master) (with Thesis) Preview
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code:

ICM5006

Course Name:

Ergonomics and Comfort Paradigm

Semester:

Spring

Course Credits:

ECTS

Language of instruction:

Turkish

Course Condition:

Does the Course Require Work Experience?:

Type of course:

Departmental Elective

Course Level:

Master

TR-NQF-HE:7. Master`s Degree

QF-EHEA:Second Cycle

EQF-LLL:7. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator:

Doç. Dr. BİLGE YARAREL DOĞAN

Course Lecturer(s):

Mustafa Mortaş

Course Assistants:

Course Objective and Content

Course Objectives:

This course aims to add a valuable perspective to interior architecture students' future design projects by providing them with the basic knowledge needed to design spaces in a user-friendly, healthy and aesthetic way.

Course Content:

The "Ergonomics and Comfort Paradigm" course provides students with a comprehensive understanding of the field of interior architecture by focusing on the integration of ergonomics and comfort into design processes. This course provides students with the basic knowledge to understand the interaction of human body mechanics, physiology and psychology with interior design. Focusing on developing an in-depth understanding of ergonomic principles, user-centered design and space functionality, the course aims to provide students with knowledge and skills on how to optimize user comfort and safety of spaces, furniture and interior architectural details. In addition, within the scope of the course, students will develop their ability to critically evaluate design decisions affecting ergonomics and comfort and reinforce their ability to apply these principles.

Learning Outcomes

The students who have succeeded in this course;
1) Ergonomic Design Information
2) User-Centered Design Capability
3) Safety and Health Awareness
4) Critical Thinking and Solution Generation Ability

Course Flow Plan

Week	Subject	Related Preparation
1)	Ergonomics Fundamentals and Course Introduction
2)	Human body mechanics and basic ergonomic principles
3)	User-Centered Design and Accessibility
4)	Practical application: Accessible design project
5)	Interior arrangement and ergonomics
6)	Ergonomics in Space Arrangement and Furniture Design
7)	Safety and Health Oriented Design
8)	Safety standards in design
9)	Ergonomic Evaluation and Solution Generation
10)	Ergonomic Evaluation and Solution Generation
11)	Critical Analysis and Application Project
12)	Critical Analysis and Application Project
13)	Critical Analysis and Application Project
14)	Presentations

Sources

Course Notes / Textbooks:	Ergonomi Hulusi Acar
References:	Ergonomi Hulusi Acar

Course - Program Learning Outcome Relationship

Course Learning Outcomes	1	2	3	4
Program Outcomes
1) The Interior Architecture graduate program aims to gain intellectual depth and awareness in the formal, conceptual, and theoretical expansions of space creation by problematizing the concept of space at the intersection of theory and practice. In this sense, the program aims to gain competence in the production of conceptual projects and academic articles in the context of space, spatiality, spatiotemporality, atmosphere, spatial atmospheric becoming, materiality, urban interior space, shape grammars, the relationality of interior architectural tectonics, and speculative futuristic space research.
2) Based on the competencies gained at the undergraduate level, the student has advanced knowledge and understanding that provides the necessary basis for original studies in the basic fields of architecture, planning and design.
3) The student possesses a critical awareness of the nature of knowledge, its sources, knowledge production, and the issues related to the examination of knowledge at the interfaces between the field of architecture/planning/design and other related areas.
4) In professional postgraduate studies, the student acquires the necessary cognitive and practical skills for professional competence.
5) The acquired knowledge, comprehension, and problem-solving skills are applied in unconventional settings and within broader interdisciplinary and transdisciplinary contexts related to the field.
6) They critically conduct academic research and engage in academic discourse for categorical conclusions.
7) They possess specialized problem-solving skills necessary for developing new knowledge and methods in the relevant research field and integrating knowledge from diverse areas.
8) They independently manage a study that requires expertise in their field.
9) They contribute to the professional knowledge and practice of teams working in academic or applied environments in their field and/or take on responsibilities for reviewing strategic achievements.
10) They possess learning skills that enable them to largely self-direct or independently pursue their education.
11) They systematically and openly share the findings and results obtained in a study, along with the underlying knowledge and rationale, with both expert and non-expert groups.
12) They systematically and critically conduct an academic research, engage in academic discourse critically, and present papers and publish in national and international settings.
13) They generate comprehensive projects related to their field: they produce comprehensive projects that demonstrate their capacity to make design/planning decisions at different scales [with an interdisciplinary, multidisciplinary, and transdisciplinary approach] using the knowledge, comprehension, and skills they have acquired.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Average	3 Highest

	Program Outcomes	Level of Contribution
1)	The Interior Architecture graduate program aims to gain intellectual depth and awareness in the formal, conceptual, and theoretical expansions of space creation by problematizing the concept of space at the intersection of theory and practice. In this sense, the program aims to gain competence in the production of conceptual projects and academic articles in the context of space, spatiality, spatiotemporality, atmosphere, spatial atmospheric becoming, materiality, urban interior space, shape grammars, the relationality of interior architectural tectonics, and speculative futuristic space research.
2)	Based on the competencies gained at the undergraduate level, the student has advanced knowledge and understanding that provides the necessary basis for original studies in the basic fields of architecture, planning and design.	2
3)	The student possesses a critical awareness of the nature of knowledge, its sources, knowledge production, and the issues related to the examination of knowledge at the interfaces between the field of architecture/planning/design and other related areas.	1
4)	In professional postgraduate studies, the student acquires the necessary cognitive and practical skills for professional competence.	2
5)	The acquired knowledge, comprehension, and problem-solving skills are applied in unconventional settings and within broader interdisciplinary and transdisciplinary contexts related to the field.	1
6)	They critically conduct academic research and engage in academic discourse for categorical conclusions.	1
7)	They possess specialized problem-solving skills necessary for developing new knowledge and methods in the relevant research field and integrating knowledge from diverse areas.	1
8)	They independently manage a study that requires expertise in their field.
9)	They contribute to the professional knowledge and practice of teams working in academic or applied environments in their field and/or take on responsibilities for reviewing strategic achievements.
10)	They possess learning skills that enable them to largely self-direct or independently pursue their education.
11)	They systematically and openly share the findings and results obtained in a study, along with the underlying knowledge and rationale, with both expert and non-expert groups.
12)	They systematically and critically conduct an academic research, engage in academic discourse critically, and present papers and publish in national and international settings.	1
13)	They generate comprehensive projects related to their field: they produce comprehensive projects that demonstrate their capacity to make design/planning decisions at different scales [with an interdisciplinary, multidisciplinary, and transdisciplinary approach] using the knowledge, comprehension, and skills they have acquired.

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	2	% 100
total		% 100
PERCENTAGE OF SEMESTER WORK		% 100
PERCENTAGE OF FINAL WORK		%
total		% 100

Workload and ECTS Credit Calculation

Activities	Number of Activities	Workload
Course Hours	14	42
Total Workload		42