COURSE DESCRIPTION AND APPLICATION INFORMATION
| Course Name | Code | Semester | T+A+L (hour/week) | Type (C / O) | Local Credit | ECTS |
|---|---|---|---|---|---|---|
| Human Behaviour and Environmental Design | IAR 432 | Spring | 03+00+00 | Elective | 3 | 5 |
| Academic Unit: | Interior Architecture and Environmental Design |
| Mode of Delivery: | Face to face |
| Prerequisites: | - |
| Language of Instruction: | English |
| Level of Course Unit: | Undergraduate |
| Course Coordinator: | - - |
| Course Objectives: | The aim of this class is to introduce environment and behavior literature to students and enable them to learn effect of environment on human behavior through environmental analysis. Course framework is made up of four modules, which are: Core Concepts of Environmental Design, Environmental Design and Well-Being, Participatory Design, Universal Design. Each module covers different environmental analysis techniques that are reinforced by in-class applications and field trips. Students will be expected to evaluate and reflect their knowledge to analyze and re-design existing environments. Check blackboard of the page where you can see and download assigned readings for each of the week. |
| Course Contents: | Course introduces multiple scale approach to understand the environment and shares core concepts of environmental design. Building upon this base, 3 main modules emerge including Environmental Design and Well-Being, Participatory Design, Universal Design. |
| Learning Outcomes of the Course Unit (LO): |
|
| Planned Learning Activities and Teaching Methods: | Lectures, visual presentations, classworks, discussions, case studies (team work), field trips, project presentations |
WEEKLY SUBJECTS AND RELATED PREPARATIONS
| Week | Subjects | Related Preperation |
|---|---|---|
| 1 | Introduction: Dynamic Design of Syllabus What’s Environmental Design? Environmental Awareness | Being present in the class and critical about education experience. - Class Activity: Cognitive mapping examples (Students can do and compare their conginitive maps after class) |
| 2 | A multi-scale approach to understand environment & Benefits of Environmental Design | Outdoor Activity: Walking tour of area surrounding our campus |
| 3 | Introduction to Participatory Design Methods I | Class Activity: Goal Setting and Consensus Building Activity – Intro to Stress Free Cibali Campus Project |
| 4 | Participatory Design Methods II | Loveable Campus – Stress-free Campus Workshop |
| 5 | Participatory Design Methods III | Loveable Campus – Stress-free Campus Workshop |
| 6 | Environmental Analysis Techniques I: Observation and Behavior Mapping | Outdoor Activity: Observation of Ortaköy |
| 7 | Life of small outdoor environments | Class Activity: Overall Maps and discussion about outdoor environments. |
| 8 | Presentation of findings of observations from the previous week | Class Activity: Creating overall behavior maps of observed area |
| 9 | Midterm: Project prepation – Introduction of group and individual work. | In class study |
| 10 | Universal Design & Design for Special Populations | Class Activity: Barrier Free Cibali Campus Project |
| 11 | Universal Design & Design for Special Populations | Class Activity: Barrier Free Cibali Campus Project |
| 12 | Universal Design & Design for Special Populations | Class Activity: Barrier Free Cibali Campus Project |
| 13 | Ultimate Challenge: Presentation of final project. Q&A | Class Activity: Group Discussion -Workshop |
| 14 | SOS: Evaluation of groundwork for the final project |
At Kadir Has University, a Semester is 14 weeks; The weeks 15 and 16 are reserved for final exams.
REQUIRED AND RECOMMENDED READING
| - |
OTHER COURSE RESOURCES
| • Bechtel, R.B. & Arza C. (2002) Handbook of environmental psychology. J. Wiley & Sons: New York. • Birkeland, J. (2000) Design for sustainability : a sourcebook of integrated, eco-logical solutions. Earthscan Publications Ltd.:London. • Hamilton, D. K. & Watkins, D.H. (2009) Evidence-based design for multiple building types. Wiley: Hoboken. • N.J. Harmon, S. K. & Kennon, K. E. (2008) The codes guidebook for interiors. John Wiley & Sons: Hoboken. • NJ. Kellert, S. R. (2008) Biophilic design : the theory, science, and practice of bringing build. Wiley: Hoboken. • N.J. Kopec, D. (2006) Environmental psychology for design. Fairchild: New York. • Krygiel, E. et. al.(2008) Green BIM : successful sustainable design with building information modelling.Wiley Technology Pub.: Indianapolis, IN. • Louv, R. (2008) Last child in the woods : saving our children from nature-deficit disorder. Algonquin Books of Chapel Hill: Chapel Hill, NC. • Lawrence D. F., et. al. (2003) Health and community design : the impact of the built environment on physical activity. Washington, DC : Island Press. • Marcus, C. C. & Barnes, M. (1999) Healing gardens : therapeutic benefits and design recommendations. Wiley: New York . • Sanoff, H. (2000) Community participation methods in design and planning.Wiley: New York. • Thorpe, A. (2007) The designer's atlas of sustainability. Island Press: Washington, DC. • Zeisel, J. (2006) Inquiry By Design (Revised edition). W.W. Norton & Company, New Websites: 1. American Disabilities Act (ADA) and American Bar Association (ABA) Accessibility Guidelines Homepage. http://www.access-board.gov/ada-aba/ 2. The American Institute of Architects Committe on the Environment. http://www.aia.org/practicing/groups/kc/AIAS074686?dvid=&recspec=AIAS074686 3. The Center for Universal Design (NSCU) Homepage: Principle of Universal Design. http://www.design.ncsu.edu/cud/about_ud/about_ud.htm 4. American Society of Interior Designers Homepage: Design Knowledge. http://www.asid.org/designknowledge/ |
ASSESSMENT METHODS AND CRITERIA
| Semester Requirements | Number | Percentage of Grade (%) |
|---|---|---|
| Attendance / Participation | 14 | 5 |
| Practice / Exercise | 10 | 5 |
| Field Work | 2 | - |
| Project | 3 | 15 |
| Homework Assignments | 2 | 10 |
| Other Practices (seminar, studio critics, workshop etc.) | 10 | 10 |
| Midterms / Oral Exams / Quizes | 1 | 15 |
| Final Exam | 1 | 40 |
| Total: | 43 | 100 |
WORKLOAD
| Events | Count | Duration (Hours) | Total Workload (hour) |
|---|---|---|---|
| Course Hours | 14 | 2 | 28 |
| Practice / Exercise | 10 | 2 | 20 |
| Field Work | 2 | 5 | 10 |
| Project | 3 | 2 | 6 |
| Homework Assigments | 2 | 2 | 4 |
| Other Practices (seminar,studio critics,workshop, etc.) | 14 | 3 | 42 |
| Midterms / Oral Exams / Quizes | 1 | 5 | 5 |
| Final Exam | 1 | 10 | 10 |
| Total Workload (hour): | 125 | ||
1 ECTS = 25 Hours Workload
THE RELATIONSHIP BETWEEN COURSE LEARNING OUTCOMES (LO) AND PROGRAM QUALIFICATIONS (PQ)
| # | PQ1 | PQ2 | PQ3 | PQ4 | PQ5 | PQ6 | PQ7 | PQ8 | PQ9 | PQ10 | PQ11 |
| LO1 | |||||||||||
| LO2 | |||||||||||
| LO3 | |||||||||||
| LO4 | |||||||||||
| LO5 |
Contribution: 1 Low, 2 Average, 3 High