| Week |
Subject |
Related Preparation |
| 1) |
Design Thinking |
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 2) |
Design Thinking |
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 3) |
Design Thinking |
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 4) |
Design Thinking
Brief discussion on the Term Work |
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 5) |
Design Thinking
Guest Speaker |
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 6) |
Design Thinking
Guest Speaker |
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 7) |
Design Thinking
Guest Speaker |
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 8) |
Design Thinking
|
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 9) |
Design Thinking
|
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 10) |
Design Thinking
|
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 11) |
Term Work: System Discovery
|
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 12) |
Term Work: Mapping
|
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 13) |
Group Work |
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| 14) |
Term Work: Final, Data Visualization, Pecha Kucha Event |
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio. |
| Course Notes / Textbooks: |
Metinler, görseller ve çizimler stüdyoda öğrencilerle paylaşılır.
Texts, images and drawings are shared with students in the studio |
| References: |
İngin, A., & Derviş, P. (2011). Made in Şişhane. İstanbul: Tetra İletişim Hizmetleri Ltd. Şti.
Kim, D. H. (1999). Introduction to systems thinking (Vol. 16). Waltham, MA: Pegasus Communications.
Lee, A. J. (2016). Resilience by design.Chapter 2 Systems Thinking Springer.
Richmond, B., & Peterson, S. (2001). An introduction to systems thinking. High-Performance Systems., Incorporated.
Senge, P. (1990). The 5th discipline. Bantam Doubleday Dell Publishing Group
|
| |
Program Outcomes |
Level of Contribution |
| 1) |
She/he gains knowledge of and develops values on technical, aesthetic, cultural, historical, social and ethical dimensions of architecture with a scientific and critical approach. |
2 |
| 2) |
She/he integrates architectural practice with environmental, economic and social sustainability principles. |
2 |
| 3) |
She/he has the knowledge and ability to provide and implement interactions between urban planning, urban design and architectural projects. |
3 |
| 4) |
Gains the ability to identify architectural potentials and problems based on data collection, analysis, interpretation and critical thinking, in order to cultivate concepts and determine strategies for action. |
3 |
| 5) |
She/he is able to interrelate theory, design and construction practices. |
2 |
| 6) |
She/he will be able to produce architectural design, presentation, implementation, management and supervision stages both independently and collectively for different contexts and scales and through a responsive approach to social, functional, technical and aesthetic requirements. |
1 |
| 7) |
In addition to traditional methods, she/he interactively uses the emerging information technologies required by the field. |
2 |
| 8) |
To analyze and document the historical and conservation characteristics of the built environment; taking into account of the balance between protection and use, she/he has the ability and necessary knowledge in renovation and restoration issues. |
1 |
| 9) |
She / he gains the ability to cooperate with different disciplines on the conception and design of the built environment, as an individual and/or as a team member. |
3 |
| 10) |
Has knowledge on and comprehension of professional ethics and codes of conduct, legal and managerial regulations, standards, rights and responsibilities and processes in the field of architecture. |
1 |
| 11) |
Can produce design, know-how and knowledge for the improvement of different and changing social needs, and for the enhancement of life quality. |
2 |
| 12) |
She/he has the knowledge and responsibility to design solidly built structures and takes into account of the risks of natural disaster. |
1 |
| 13) |
She/he monitors new developments in architectural theory and practice and is open to lifelong learning. |
2 |
| 14) |
She/he takes responsibility for the improvement of social consciousness in the field of architecture, and for the endorsement and defense of ecological and urban rights. |
1 |
| 15) |
Has architectural communication skills in a foreign language. |
2 |