Architecture (English)
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

ARCDE109

Course Name:

Introductıon to Unıversal Desıgn

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	2

Language of instruction:

TR-EN

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Department Elective

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi MELODY SAFARKHANI

Course Lecturer(s):

Dr.Öğr.Üyesi MELODY SAFARKHANI

Course Assistants:

Course Objective and Content

Course Objectives:

To give the knowledge and awareness on general principals of accessibility, sustainability and design for everyone at all scales of open and built environment design

Course Content:

The concept “Universal Design”, mostly described as “Design for Everyone” or “Good Design” defines the design of open and built spaces that are healthy, inclusive and accessible for all user groups including age, sex, gender, disability etc. The course where these universal design principals are discussed aims to develop the universal thinking and design capabilities of students through these principals.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Environment, City, Society knowledge and skills,
2) Design, Creative Thinking, knowledge and skills,
3) Professional environment knowledge and skills,
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Introduction
2)	Main Concepts on Universal Design	Hacıhasanoğlu, I. (2003). Evrensel tasarım, Tasarım Kuram Dergisi, 2(3), 93-101. Evcil, A., N. (2014). Herkes için tasarım, evrensel tasarım, İstanbul: Boğaziçi Yay.
3)	Main Concepts on Universal Design	Hacıhasanoğlu, I. (2003). Evrensel tasarım, Tasarım Kuram Dergisi, 2(3), 93-101. Evcil, A., N. (2014). Herkes için tasarım, evrensel tasarım, İstanbul: Boğaziçi Yay.
4)	Disability and Spatial Obstacles	Yardımcı, S. (ed.) Mekanda Adalet ve Sakatlık, Beyond.İstanbul Dergisi, Ekim 2017 Danış, D. (ed.) Mekanda Adalet ve Yaşlılık, Beyond.İstanbul Dergisi, Mayıs 2019 Kıygı, G. & Bayhan, B. (ed.) Mekanda Adalet ve Çocuk, Beyond.İstanbul Dergisi, Nisan 2018
5)	Old Age and Spatial Obstacles	Yardımcı, S. (ed.) Mekanda Adalet ve Sakatlık, Beyond.İstanbul Dergisi, Ekim 2017 Danış, D. (ed.) Mekanda Adalet ve Yaşlılık, Beyond.İstanbul Dergisi, Mayıs 2019 Kıygı, G. & Bayhan, B. (ed.) Mekanda Adalet ve Çocuk, Beyond.İstanbul Dergisi, Nisan 2018
6)	Child Citizens and Spatial Obstacles	Yardımcı, S. (ed.) Mekanda Adalet ve Sakatlık, Beyond.İstanbul Dergisi, Ekim 2017 Danış, D. (ed.) Mekanda Adalet ve Yaşlılık, Beyond.İstanbul Dergisi, Mayıs 2019 Kıygı, G. & Bayhan, B. (ed.) Mekanda Adalet ve Çocuk, Beyond.İstanbul Dergisi, Nisan 2018
7)	Urban Open Spaces and Design for Everyone	Tandoğan, O. (2017). Evrensel Tasarım Kavramı ve Kentsel Peyzaj ile İlgili Örnekler Üzerinden Değerlendirilmesi. Artium, 5(2), 51–66.
8)	Urban Open Spaces and Design for Everyone	Tandoğan, O. (2017). Evrensel Tasarım Kavramı ve Kentsel Peyzaj ile İlgili Örnekler Üzerinden Değerlendirilmesi. Artium, 5(2), 51–66.
9)	Mid-Term Exam / Presentations
10)	Public Buildings and Design for Everyone	Dostoğlu, N., Şahin, E., Taneli, Y., (2009). Tasarıma kapsayıcı yaklaşım: herkes için tasarım, Mimarlık Dergisi, 347, 23-27.
11)	Public Buildings and Design for Everyone	Dostoğlu, N., Şahin, E., Taneli, Y., (2009). Tasarıma kapsayıcı yaklaşım: herkes için tasarım, Mimarlık Dergisi, 347, 23-27.
12)	Participatory and Equalizer Design Examples
13)	Participatory and Equalizer Design Examples
14)	Participatory and Equalizer Design Examples

Sources

Course Notes / Textbooks:

Hacıhasanoğlu, I. (2003). Evrensel tasarım, Tasarım Kuram Dergisi, 2(3), 93-101.
Evcil, A., N. (2014). Herkes için tasarım, evrensel tasarım, İstanbul: Boğaziçi Yayınları.
Dostoğlu, N., Şahin, E., Taneli, Y., (2009). Tasarıma kapsayıcı yaklaşım: herkes için tasarım, Mimarlık Dergisi, 347, 23-27.
Tasarım ve Özgürlük: Engelli İnsanlar ve Herkes için Tasarım, 2007, TMMOB, Ankara Şubesi, Bülten 46, Dosya 04, Ocak.
Tandoğan, O. (2017). Evrensel Tasarım Kavramı ve Kentsel Peyzaj ile İlgili Örnekler Üzerinden Değerlendirilmesi. Artium, 5(2), 51–66.
Yardımcı, S. (ed.) Mekanda Adalet ve Sakatlık, Beyond.İstanbul Dergisi, Ekim 2017
Danış, D. (ed.) Mekanda Adalet ve Yaşlılık, Beyond.İstanbul Dergisi, Mayıs 2019
Kıygı, G. & Bayhan, B. (ed.) Mekanda Adalet ve Çocuk, Beyond.İstanbul Dergisi, Nisan 2018
The City of Calgary (2010). Universal design handbook, building accessible and inclusive environments, Erişim tarihi: 01.07.2017, https://www.calgary.ca/CSPS/CNS/Documents/universal_design_handbook.pdf?noredirect=1
Story, M. F., Mueller, J.L., Mace, R.L. 1998. “The Universal Design File: Designing for People of All Ages and Abilities". NC State University, The Center for Universal Design. 128 s.
Preiser, W. F. E., & Smith, K. H. (2011). Universal Design Handbook. New York: McGraw-Hill.
National Disability Authority. (2017). Building for Everyone: A Universal Design Approach. Dublin.
Clarkson, J. (2003). Inclusive Design: Design for the Whole Population. London: Springer.
Keates, S., & Clarkson, J. (2004). Countering Design Exclusion: An Introduction to Inclusive Design. London: Springer.

References:

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3
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.	5
2)	- Has intellectual, discursive, scientific, technologic, esthetic, artistic, historic and cultural information and comprehension about related field.	5
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.	5
4)	- Has multidimensional knowledge and understanding on economics, topics related to disasters and environmental and societal sustainability principles and standards.	5
5)	- They have knowledge about the principles, laws, regulations and standards related to their field.	5
6)	- Has knowledge and understanding about institutional and ethical values related to the concerned field.	5
7)	- Has knowledge and understanding about the place / importance of the related field in its historical, geographical, social and cultural context.	5
8)	- Has ability to develop concepts in architectural design/ planning/ design fields.	5
9)	- Has ability to provide integrity between discourse, theory and practise for architectural design / planning / design activities and researches.	5
10)	- Has ability to identify facts, potential, problems and required researches for these in architectural design/ planning/ design issues.	5

Learning Activity and Teaching Methods

Expression
Brainstorming/ Six tihnking hats
Individual study and homework
Lesson
Reading

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework
Presentation

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 15
Homework Assignments	1	% 30
Presentation	1	% 15
Midterms	1	% 10
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	1	14
Presentations / Seminar	1	2	2
Homework Assignments	1	2	2
Final	1	2	2
Total Workload			48