ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| Interior Architecture (Master) (with Thesis) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
Course Introduction and Application Information
| Course Code: | ICM5007 | ||||
| Course Name: | Universal Design Principles and Sustainability Phenomenon | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Doç. Dr. BİLGE YARAREL DOĞAN | ||||
| Course Lecturer(s): | İbrahim Emre Gündoğdu | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | The aim of the course will be to provide students with knowledge and understanding of universal design principles. At the end of this course, students will gain the ability to design for different user groups and will be able to apply the principles required to make spaces barrier-free and accessible. The course will enable students to become competent in understanding the needs of different disabled groups and taking these needs into account in the design process. Additionally, throughout the course, students will gain practical knowledge about universal design principles and applications and improve their own design skills by working on design examples. |
| Course Content: | The Universal Design Principles course is a course that aims to teach students the importance of barrier-free and accessible design and universal design principles. This course teaches students the needs of different disabled user groups and how to take these needs into account in the design process. Additionally, students will be able to design accessible and useful spaces by applying universal design principles. This course helps students develop their skills in designing accessible and inclusive spaces, while also contributing to their awareness of social responsibility. |
Learning Outcomes
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The students who have succeeded in this course;
1) Ability to explain the importance of barrier-free design 2) Ability to understand the needs of different disabled user groups 3) Developing the ability to apply universal design principles 4) Understand and apply accessibility and usability standards |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Introduction and Introduction Purpose of the course, content and determination of expectations Definition and importance of universal design | |
| 2) | Functionality The concept of functionality and its importance in universal design Functionality examples and applications | |
| 3) | Usability The concept of usability and its importance in universal design Usability examples and applications | |
| 4) | Accessibility The concept of accessibility and its importance in universal design Accessibility examples and applications | |
| 5) | Perceptibility The concept of perceptibility and its importance in universal design Perceptibility examples and applications | |
| 6) | Flexibility The concept of flexibility and its importance in universal design Flexibility examples and applications | |
| 7) | Midterm | |
| 8) | Sustainability The concept of sustainability and its importance in universal design Sustainability examples and applications | |
| 9) | Material Selection Material selection criteria and their use in universal design Material selection examples and applications | |
| 10) | Color and Lighting The role of color and lighting in universal design Color and lighting examples and applications | |
| 11) | Aesthetics and Visual Language Aesthetics and visual language concepts and their use in universal design Aesthetic and visual language examples and applications | |
| 12) | Technology and Innovation Contribution of technology and innovation to universal design Technology and innovation examples and applications | |
| 13) | Case Studies: Case studies on the application of universal design principles Discussion and evaluation | |
| 14) | Final Presentations |
Sources
| Course Notes / Textbooks: | Evrensel Tasarıma Farklı Bakışlar-Nobel Akademik Yayıncılık |
| References: | Evrensel Tasarıma Farklı Bakışlar-Nobel Akademik Yayıncılık |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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. | 1 |
| 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 | 4 | % 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 |
| Homework Assignments | 3 | 9 |
| Total Workload | 51 | |