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COURSE INTRODUCTION AND APPLICATION INFORMATION
mmr.fadf.ieu.edu.tr
| Course Name | |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| Fall/Spring |
| Prerequisites | None | |||||
| Course Language | ||||||
| Course Type | Elective | |||||
| Course Level | - | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description |
|
| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Required Materials |
| 1 | Introduction | postscript: The American Institute of Architects. (2008, 14th. ed). The Architect’s Handbook of Professional Practice. John Wiley & Sons, Hoboken: New Jersey. (Section on Programming, p. 507-519) |
| 2 | Concepts and Approaches in Architectural Programming | Cherry, E. (1999). Programming for design: from theory to practice. New York: John Wiley. (Chapter 4) |
| 3 | Data Gathering and Organization | Peña, W., & Parshall, S. (2001). Problem seeking: an architectural programming primer (4th ed.). New York: Wiley. Zeisel, J. (2006). Inquiry by Design: Environment / Behavior / Neuroscience in Architecture, Interiors, Landscape, and Planning. Cambridge University Press. NY. (Chapter 8, 9) |
| 4 | Case Studies in Programming | Peña, W., & Parshall, S. (2001). Problem seeking: an architectural programming primer (4th ed.). New York: Wiley. (Chapter 1) |
| 5 | Programming Exercises | |
| 6 | Mid-term 1 | |
| 7 | Concepts and Approaches in Space Planning | The American Institute of Architects. (2008, 14th. ed). The Architect’s Handbook of Professional Practice. John Wiley & Sons, Hoboken: New Jersey. (Section on Space Planning) |
| 8 | Representational practices in Space Planning | Zeisel, J. (2006). Inquiry by Design: Environment / Behavior / Neuroscience in Architecture, Interiors, Landscape, and Planning. Cambridge University Press. NY. (Chapter 8, 9) |
| 9 | Case Studies in Space Planning | Kubba, Sam. (2003). Space planning for commercial and residential interiors. McGraw-Hill: New York. (Chapter 1) |
| 10 | Mid-term 2 | |
| 11 | Programming Exercises I | Malkin, J. (2002). Medical and dental space planning: A comprehensive guide to design, equipment and clinical procedures. John Wiley & Sons: New York. (Chapter 2) |
| 12 | Programming Exercises II | Karlen, M. (2009). Space Planning Basics. John Wiley & Sons: New York. (Chapter 7) |
| 13 | Final Project Set-up | |
| 14 | Final Project Studies | |
| 15 | Student Presentations | |
| 16 | Review of the Semester |
| Course Notes/Textbooks | |
| Suggested Readings/Materials | Cherry, E. (1999). Programming for design: from theory to practice. New York: John Wiley.\n\nKarlen, M. (2009). Space Planning Basics. John Wiley & Sons: New York.\n\nKubba, Sam. (2003). Space planning for commercial and residential interiors. McGraw-Hill: New York.\n\nMalkin, J. (2002). Medical and dental space planning: A comprehensive guide to design, equipment and clinical procedures. John Wiley & Sons: New York.\n\nPeña, W., & Parshall, S. (2001). Problem seeking: an architectural programming primer (4th ed.). New York: Wiley.\n\nThe American Institute of Architects. (2008, 14th. ed). The Architect’s Handbook of Professional Practice. John Wiley & Sons, Hoboken: New Jersey. (Section on Programming, p. 507-519)\n\nZeisel, J. (2006). Inquiry by Design: Environment / Behavior / Neuroscience in Architecture, Interiors, Landscape, and Planning. Cambridge University Press. New York. |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | 16 | 12 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | 6 | 18 |
| Portfolio | ||
| Homework / Assignments | 2 | 40 |
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 2 | 30 |
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade | 60 | |
| Weighting of End-of-Semester Activities on the Final Grade | 40 | |
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 15 | 2 | |
| Field Work | |||
| Quizzes / Studio Critiques | 6 | 2 | |
| Portfolio | |||
| Homework / Assignments | 2 | 8 | |
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 2 | 2 | |
| Final Exams | |||
| Total | 110 |
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | Ability to apply theoretical and technical knowledge in architecture. | X | ||||
| 2 | Ability to understand, interpret and evaluate architectural concepts and theories. | X | ||||
| 3 | Ability to take on responsibility as an individual and as a team member to solve complex problems in the practice of architecture.
| X | ||||
| 4 | Critical evaluation of acquired knowledge and skills to diagnose individual educational needs and to direct self-education. | X | ||||
| 5 | Ability to communicate architectural ideas and proposals for solutions to architectural problems in visual, written and oral form. | X | ||||
| 6 | Ability to support architectural thoughts and proposals for solutions to architectural problems with qualitative and quantitative data and to communicate these with specialists and non-specialists. | X | ||||
| 7 | Ability to use a foreign language to follow developments in architecture and to communicate with colleagues. | X | ||||
| 8 | Ability to use digital information and communication technologies at a level that is adequate to the discipline of architecture. | X | ||||
| 9 | Being equipped with social, scientific and ethical values in the accumulation, interpretation and/or application of architectural data. | X | ||||
| 10 | Ability to collaborate with other disciplines that are directly or indirectly related to architecture with basic knowledge in these disciplines. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest