ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| Architecture (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
General course introduction information
| Course Code: | ARCDE501 | ||||||||
| Course Name: | Global Discussions On Architecture | ||||||||
| Course Semester: | Spring | ||||||||
| Course Credits: |
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| Language of instruction: | TR-EN | ||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | No | ||||||||
| Type of course: | Department Elective | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Dr.Öğr.Üyesi EDA ÖZSOY | ||||||||
| Course Lecturer(s): |
Prof. Dr. HALİL SEMİH ERYILDIZ Dr.Öğr.Üyesi EDA ÖZSOY |
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| Course Assistants: |
Course Objective and Content
| Course Objectives: | To develop an understanding about architecture and its global context, to run discussions on contemporary issues and relations of architecture with other disciplines and areas. |
| Course Content: | Architecture as both an anonymous and complicated field of production needs to be re-described and discussed parallel to the global changes in all aspects. This course aims to read and discuss current agenda of today’s world and to see its reflections on / relations with architecture |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | Dynamics of Globalization | |
| 3) | Dynamics of Globalization | |
| 4) | Key Concepts on Global Architecture Issues | Spector, T. (2001). The Ethical Architect: The Dilemma of Contemporary Practice. |
| 5) | Key Concepts on Global Architecture Issues | Spector, T. (2001). The Ethical Architect: The Dilemma of Contemporary Practice. |
| 6) | Key Concepts on Global Architecture Issues | Spencer, D. (2016). The Architecture of Neoliberalism: How Contemporary Architecture Became an Instrument of Control and Compliance. |
| 7) | Networks, Actors, Discourses and Practices | Spencer, D. (2016). The Architecture of Neoliberalism: How Contemporary Architecture Became an Instrument of Control and Compliance. |
| 8) | Mid-Term Exam / Presentations | |
| 9) | Networks, Actors, Discourses and Practices | Hossein Sadri (2017). “Profession vs Ethics” |
| 10) | Networks, Actors, Discourses and Practices | Hossein Sadri (2017). “Profession vs Ethics” |
| 11) | Networks, Actors, Discourses and Practices | Hossein Sadri (2017). “Profession vs Ethics” |
| 12) | Future Envisions on Architecture | |
| 13) | Future Envisions on Architecture | |
| 14) | Future Envisions on Architecture |
Sources
| Course Notes / Textbooks: | Evet |
| References: | Hossein Sadri (2017). “Profession vs Ethics” Spector, T. (2001). The Ethical Architect: The Dilemma of Contemporary Practice. New York: Princeton Architectural Press. Spencer, D. (2016). The Architecture of Neoliberalism: How Contemporary Architecture Became an Instrument of Control and Compliance. Hubbard, P. (2011). Key thinkers on space and place. Los Angeles: Sage. Rauterberg, H., Aston, P., & Holtz, C. (2012). Talking Architecture: Interviews with architects. Munich: Prestel. Sykes, K. (2010). Constructing a New Agenda: Architectural Theory 1993-2009. New York: Princeton Architectural Press. Batuman, B. (2018). New Islamist Architecture and Urbanism: Negotiating Nation and Islam through Built Environment in Turkey. London: Routledge. |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
2 |
3 |
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| Program Outcomes | |||||||||
| 1) - Gaining discursive, theoretical and factual information from various environments, in local, national and global context for related field, architectural design/ planning/ design activities and researches, she has required ability and comprehension to reflect the information on academic environment. | |||||||||
| 2) - Has intellectual, discursive, scientific, technologic, esthetic, artistic, historic and cultural information and comprehension about related field. | |||||||||
| 3) - Has knowledge and understanding on human and community oriented and sensitive to environment (natural and built) architectural design/ planning/ design/ research methods on the related field. | |||||||||
| 4) - Has multidimensional knowledge and understanding on economics, topics related to disasters and environmental and societal sustainability principles and standards. | |||||||||
| 5) - They have knowledge about the principles, laws, regulations and standards related to their field. | |||||||||
| 6) - Has knowledge and understanding about institutional and ethical values related to the concerned field. | |||||||||
| 7) - Has knowledge and understanding about the place / importance of the related field in its historical, geographical, social and cultural context. | |||||||||
| 8) - Has ability to develop concepts in architectural design/ planning/ design fields. | |||||||||
| 9) - Has ability to provide integrity between discourse, theory and practise for architectural design / planning / design activities and researches. | |||||||||
| 10) - Has ability to identify facts, potential, problems and required researches for these in architectural design/ planning/ design issues. | |||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | - Gaining discursive, theoretical and factual information from various environments, in local, national and global context for related field, architectural design/ planning/ design activities and researches, she has required ability and comprehension to reflect the information on academic environment. | 3 |
| 2) | - Has intellectual, discursive, scientific, technologic, esthetic, artistic, historic and cultural information and comprehension about related field. | 3 |
| 3) | - Has knowledge and understanding on human and community oriented and sensitive to environment (natural and built) architectural design/ planning/ design/ research methods on the related field. | 3 |
| 4) | - Has multidimensional knowledge and understanding on economics, topics related to disasters and environmental and societal sustainability principles and standards. | 3 |
| 5) | - They have knowledge about the principles, laws, regulations and standards related to their field. | 3 |
| 6) | - Has knowledge and understanding about institutional and ethical values related to the concerned field. | 3 |
| 7) | - Has knowledge and understanding about the place / importance of the related field in its historical, geographical, social and cultural context. | 3 |
| 8) | - Has ability to develop concepts in architectural design/ planning/ design fields. | 3 |
| 9) | - Has ability to provide integrity between discourse, theory and practise for architectural design / planning / design activities and researches. | 3 |
| 10) | - Has ability to identify facts, potential, problems and required researches for these in architectural design/ planning/ design issues. | 3 |
Learning Activity and Teaching Methods
Assessment & Grading Methods and Criteria
| Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
| Individual Project | |
| Presentation |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 15 |
| Quizzes | 1 | % 10 |
| Presentation | 1 | % 15 |
| Project | 1 | % 30 |
| Final | 1 | % 30 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentations / Seminar | 1 | 1 | 1 |
| Homework Assignments | 1 | 1 | 1 |
| Final | 1 | 2 | 2 |
| Total Workload | 60 | ||