Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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ICM451 | UNIVERSAL DESIGN | 5 | 3 | 3 | 5 |
GENERAL INFORMATION |
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Language of Instruction : | Turkish |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Elective |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Prof. ASLI ALBAYRAK |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | This course aims to provide the student with the competence of sustainable design and thinking approach which has the purpose to enable everyone at any age, at any competence level to use designs from interior and exterior space design to product design. |
Contents of the Course Unit: | Contents of the course include the subjects such as sustainable spatial design awareness, which everyone at any age, at any competence level shall be able to use at universal standards, universally accepted measures and standards, the concept/ types of disabled individual, and national/international examples. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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Define the concept of universal design. |
Explain universal design principles which everyone at any age, at any competence level shall be able to use. |
Organize interior and exterior space designs according to universal design principles. |
Perceive the concept and types of disabled / not-disabled individuals by means of domestic / international examples in the universal design awareness. |
Design interior and exterior spaces and products with universal design awareness within the framework of sustainability. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Introduction to the syllabus. Introduction to the course materials | Introduction to the course, explaining universal design and universal design principles | PowerPoint Presentation, Face to Face Discussion |
2 | Revision of course materials and the previous week | Defining disabled individual in universal design and universally accepted norms and standards | PowerPoint Presentation, Face to Face Discussion |
3 | Revision of course materials and the previous week | Disabled individual concept / types Universal design sample practices in indoor and outdoor | PowerPoint Presentation, Face to Face Discussion |
4 | Revision of course materials and the previous week | Disabled individual concept / types Universal design sample practices in indoor and outdoor | PowerPoint Presentation, Face to Face Discussion |
5 | Revision of course materials and the previous week | Disabled standards in land an abroad and application images | PowerPoint Presentation, Face to Face Discussion |
6 | Revision of course materials and the previous week | Designing the disabled life space in the assigned project in compliance with the universal design principles | PowerPoint Presentation, Face to Face Discussion over the Subject, Work over the project |
7 | Revision of course materials and sketch works in conformity with universal design | Designing the disabled life space in the assigned project in compliance with the universal design principles | Face to Face Evaluation, Group Work over the project |
8 | - | MID-TERM EXAM | - |
9 | Revision of course materials and sketch works in conformity with universal design | Designing the disabled life space in the assigned project in compliance with the universal design principles | Face to Face Evaluation, Group Work over the project |
10 | Revision of course materials and sketch works in conformity with universal design | Analysis of the things to be realized for the disabled individuals in their projects carried out in the design studio course | Face to Face Evaluation, Group Work over the project |
11 | Revision of course materials and sketch works in conformity with universal design | Regulating the main entrance, environment and in-school entrances of a campus in the university hall for visually and orthopaedically -impaired individuals | Face to Face Evaluation, Group Work over the project |
12 | Revision of course materials and sketch works in conformity with universal design | Regulating the main entrance, environment and in-school entrances of a campus in the university hall for visually and orthopaedically -impaired individuals | Face to Face Evaluation, Group Work over the project |
13 | Revision of course materials and sketch works in conformity with universal design | Regulating the main entrance, environment and in-school entrances of a campus in the university hall for visually and orthopaedically -impaired individuals | Face to Face Evaluation, Group Work over the project |
14 | Revision of course materials and sketch works in conformity with universal design | Regulating the main entrance, environment and in-school entrances of a campus in the university hall for visually and orthopaedically -impaired individuals | Face to Face Evaluation, Group Work over the project |
15 | Revision of course materials and sketch works in conformity with universal design | General Revision | Face to Face Evaluation |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Incedayi, D., Kafescioglu, F. & dig. (2009). Mimarlik herkes icindir: panel. Istanbul: TMMOB Mimarlar Odasi Publications. |
Engelliler icin evrensel standartlar kilavuzu. Istanbul: DEB Akreditasyon Merkezi. |
Dostoglu, N., Sahin, E. & Taneli, Y. (2009). Evrensel tasarim: tanimlar, hedefler, ilkeler. Mimarlik Dergisi, 347. |
Hacihasanoglu, I. (2003). Evrensel tasarim. Tasarim Kuram Dergisi, 2 (3): 3-93-100. |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Will be able to define the working areas and responsibilities of all staff working in the food and beverage sector by considering the occupational safety rules
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1 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Will be able to know the science behind cooking.
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0 |
SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Will be able to develop healthy, natural, additive-free, original food formulas by understanding the the chemical reactions underlying the cooking process as well as being aware of the effects of various cooking processes on structural, sensory and chemical attributes of food.
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0 |
SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Will be able to use their knowledge and skills related to gastronomy in the sector by evaluating cultural background of Turkish and World Cuisines
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0 | |||||
2 |
Will be able to create individual menus using the principle of healthy eating plate.
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0 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Will be able to prepare projects within the framework of ethical values by following international developments related to gastronomy discipline.
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1 |
OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Will be able to adapt easily to developments in information and communication Technologies by using life-long learning skills in business or academic life.
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1 |
OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Will be able to interpret different approaches in interdisciplinary studies or business life by comparing them.
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1 | |||||
2 |
Will be able to tell the ethical implications of their decisions and actions according to different cultural, social, humanitarian and political perspectives.
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1 |
OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Will be able to calculate the cost of an accommodation establishment by creating a financial plan.
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0 | |||||
2 |
Will be able to explain the chemistry of food by using the knowledge of molecular gastronomy.
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0 | |||||
3 |
Will be able to demonstrate responsible behavior for global environmental issues through their professional career according to sustainability criteria.
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2 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 3 | 42 |
Preliminary & Further Study | 12 | 3 | 36 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 0 | 0 | 0 |
Assignment (Homework) | 0 | 0 | 0 |
Project Work | 0 | 0 | 0 |
Seminar | 0 | 0 | 0 |
Internship | 0 | 0 | 0 |
Technical Visit | 0 | 0 | 0 |
Web Based Learning | 12 | 3 | 36 |
Implementation/Application/Practice | 0 | 0 | 0 |
Practice at a workplace | 0 | 0 | 0 |
Occupational Activity | 0 | 0 | 0 |
Social Activity | 0 | 0 | 0 |
Thesis Work | 0 | 0 | 0 |
Field Study | 0 | 0 | 0 |
Report Writing | 0 | 0 | 0 |
Final Exam | 1 | 3 | 3 |
Preparation for the Final Exam | 1 | 3 | 3 |
Mid-Term Exam | 1 | 3 | 3 |
Preparation for the Mid-Term Exam | 1 | 3 | 3 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 42 | 0 | 126 |
Total Workload of the Course Unit | 126 | ||
Workload (h) / 25.5 | 4,9 | ||
ECTS Credits allocated for the Course Unit | 5,0 |