Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to DESIGN I | - | Spring Semester | 2+6 | 5 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Bengi ATUN |
| Name of Lecturer(s) | Lect. Deniz SOYİPEK, Lect.Dr. Lokman COŞKUN |
| Assistant(s) | |
| Aim | In this first studio class of architecture, interior architecture and urban design, the objective is to establish in the students a strong and comprehensive foundation for design by acquainting them with the various stages/methodologies of design including abstract thinking, concept development and design development as well as the fundamentals of good architectural design including responsiveness to site, function, environmental factors and materials. |
| Course Content | This course contains; Introduction to Course and Project,Narrative of Music through Spatial Terms,Abstraction in Three-Dimensional Form; From Parts to Whole,Abstraction in Two Dimensions, Rational Analysis of Music; From Parts to Whole,Concept Development,Development of Concept as Three-Dimensional Form,1st JURY,Environmental Factors; Sun, Wind, Climate,Site and Function Determination, Application of Environmental Factors to Site,Material Selection and Wall Model at 1:20 scale,Concept Development; Integration of Additional Factors - Sketch Shadow Analysis ,Design Development,2nd JURY,Revisions/Portfolio. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Based on observations of human movements, the student is able to come up with the spatial terms that correspond to these movements. | 11, 6 | E |
| 2. The student is able to bring together disparate elements into a comprehensive form perceivable as a whole unit. | 10, 2, 6 | F |
| 3. The student is able to analyze a complex whole in terms of the parts it is composed of as well as the relationship between these parts. | 10, 2, 6 | F |
| 4. The student is able to come up with a design concept that will meet the design brief and act as a guide in arriving at a meaningful form. | 19, 2, 20, 23 | F |
| 5. The student is able to determine wind movements, climatic data and the angle of the sun in the horizontal and vertical dimensions for any day and hour of the year using a given application program. | 5, 9 | E |
| 6. The student understands the mutual relationship between form and material and is able to accordingly shape her/his form. | 2, 6 | E, F |
| 7. The student begins to develop a design concept in a manner wherein relevant environmental factors and functional requirements are also integrated into it. | 2 | F |
| 8. The student is able to determine the interaction of the sun with her/his designed form in any given season and during any time of the day. | 2 | E |
| 9. The student begins to express her/his project in plan, section and model form at the right scale. | 2 | F |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 19: Brainstorming Technique, 2: Project Based Learning Model, 20: Reverse Brainstorming Technique, 23: Concept Map Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Course and Project | Music selection and acquiring of material for first 3 homework |
| 2 | Narrative of Music through Spatial Terms | Homework #1: Convert your intuitive movement response to the music into a series of spatial terms, in a time-bound manner, within the format indicated and using graphic language. |
| 3 | Abstraction in Three-Dimensional Form; From Parts to Whole | Homework #2: Convert your spatial terms into a three-dimensional representation of your music. You can only use sticks in the format indicated and at 1:20 scale. |
| 4 | Abstraction in Two Dimensions, Rational Analysis of Music; From Parts to Whole | Homework #3; The music will be analyzed rationally as being composed of parts that make up a whole in the given format, in a time-bound manner. |
| 5 | Concept Development | Homework #4; Develop a Concept for a pavilion which reflects your chosen piece of music. |
| 6 | Development of Concept as Three-Dimensional Form | Homework #5: Build the model of your pavilion at 1:50 scale. |
| 7 | 1st JURY | Homeworks 1,2,3,4 ve 5 need to be submitted |
| 8 | Environmental Factors; Sun, Wind, Climate | |
| 9 | Site and Function Determination, Application of Environmental Factors to Site | Analysis of Site based on Circulation and Assigned Function, Documentation of Environmental Factors on 1:500 site plan |
| 10 | Material Selection and Wall Model at 1:20 scale | Homework #7: Build a wall section of your pavilion at 1:20 scale representing your chosen material at the right scale. |
| 11 | Concept Development; Integration of Additional Factors - Sketch Shadow Analysis | Homewor #8: Indicate your developed concept with sketch shadows on the 1:100 site plan. In addition, on another sheet , indicate how your concept has evolved since the beginning of the semester |
| 12 | Design Development | Homework #9; Express your developed design at 1:20 scale in plan, section and model form. |
| 13 | 2nd JURY | Homeworks 6,7,8 &9 will be submitted. |
| 14 | Revisions/Portfolio |
| Resources |
| To be distributed by the lecturer |
| 1. Charles G. Ramsey, Harold R. Sleeper (2000), Architectural Graphic Standarts, Wiley and Sons 2. Francis D.K. Ching (2004), İç Mekan Tasarımı, Yapı Endüstri Merkezi Yayınları / Mimarlık Dizisi 3. Necati İnceoğlu (1995), Düşünme ve Anlatım Aracı Olarak Eskizler, Helikon Yayınları 4. Rob Krier (2002), Architectural Composition, Rizzoli 5. Robert W. Gill (1984), Manual of Rendering with Pen and Ink, Van Nostrand Reinhold 6. The Modulor (2004), Le Corbusier, Springer 7. Leski, Kyna (2015), The Storm of Creativity, MIT Press 8. Balkan, Erhan A. (2005), Mimari Tasarımda Konsept, Bahçeşehir Üniversitesi Yayınları |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | DESIGN (Knowledge-Theoretical, Factual): During planning, implementation, management and supervision processes; Knowledge of creative problem defining and solving | X | |||||
| 2 | DESIGN (Skill-Cognitive, Applied): Design-oriented research fiction, execution and evaluation of results and design process planning, management, application skills | X | |||||
| 3 | DESIGN (Competencies-Ability to Work Independently and Take Responsibility): Ability to work within a team, to emphasize interdisciplinary interaction and apply technology-based business association methods | X | |||||
| 4 | DESIGN (Competencies-Learning Competence): To evaluate critically the knowledge and skills gained in the field, to plan and to develop constantly professional knowledge, skills and approaches | X | |||||
| 5 | DESIGN (Competencies-Communication and Social Competence): Transferring design solutions as oral, written and visual (2D and 3D) presentations on national and international platforms | X | |||||
| 6 | DESIGN (Competencies-Field Specific Competence): Contributing to the design of industrial products to improve the quality of life of the society. | ||||||
| 7 | HISTORY, CULTURE, ART (Knowledge-Theoretical, Factual): To make connections between the information obtained by the analytical approach and the information on historical and cultural development and current situation in Turkey and in the world, and to expand the boundaries of vocational education proficiency to develop new ideas | X | |||||
| 8 | HISTORY, CULTURE, ART (Skill-Cognitive, Applied): Ability to solve the design related problems encountered in concept development, by using the knowledge gained in the field of history, culture and art | X | |||||
| 9 | HISTORY, CULTURE, ART (Competencies - Independent Work and Ability to Take Responsibility): To be able to do interdisciplinary work by using the knowledge gained in the field of history, culture and art | ||||||
| 10 | HISTORY, CULTURE, ART (Competences-Learning Competence): Ability to develop the knowledge gained in the field in the direction needed, using the research methods | ||||||
| 11 | HISTORY, CULTURE, ART (Competencies-Communication and Social Competence): Awareness of social and cultural phenomena and continuous change and arranging plans, strategies, projects, collaborations and activities for the social environment with social responsibility consciousness. | X | |||||
| 12 | MATERIALS AND TECHNOLOGY (Knowledge-Theoretical, Factual): To gain knowledge concerning technology, material, product and production methods - that is to be used in the solution of the problem related to the field. | X | |||||
| 13 | MATERIALS AND TECHNOLOGY (Skill-Cognitive, Applied): Knowing materials, technology and production methods and developing designs compatible with these methods, proposing new technologies and production methods, developing creative design solutions by interpreting and using technology. | X | |||||
| 14 | MATERIALS AND TECHNOLOGY (Competencies - Independent Work and Ability to Take Responsibility): To be able to work together with stakeholders working on different areas and needs in construction and production technologies | ||||||
| 15 | MATERIALS AND TECHNOLOGY (Competencies-Learning Competence): Understand the compatibility and flexibility between the technological tools that meet the requirements according to the needs | ||||||
| 16 | MATERIALS AND TECHNOLOGY (Competencies-Communication and Social Competence): Ability to use appropriate communication techniques and technologies | ||||||
| 17 | MATERIALS AND TECHNOLOGY (Competencies-Field Specific Competencies): Producing and applying knowledge to serve sustainable production and life | ||||||
| 18 | MATERIALS AND TECHNOLOGY (Competencies-Filed specific competencies): To be able to develop creative design solutions by mastering technological development, interpreting the developments and pioneering such developments. | ||||||
| 19 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Knowledge-Theoretical, Factual): -Ethics related to the field, -project management issues, -legal rights and responsibilities, -To gain knowledge about legal responsibilities and regulations affecting design works | X | |||||
| 20 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Skill-Cognitive, Applied): Ability to recognize and apply the techniques used and legal responsibilities in planning, design, construction and operation phases of project management. | X | |||||
| 21 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competences - Capability to Work Independently and Take Responsibility): To adapt to the different working environments and forms required by the profession and to contribute to the development of these environments | ||||||
| 22 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Capabilities-Learning Capability): Monitoring and learning the legal, administrative and procedural requirements of design and construction projects throughout professional life, developing new strategic approaches in solving complex problems, taking responsibility | ||||||
| 23 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competencies-Communication and Social Competence): Being able to lead the process -deploying the necessary communication skills and tools- during planning, designing, construction and operation stages, and demonstrating leadership in providing the solution in the work environment. | ||||||
| 24 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competencies-Field Specific Competence): To be able to transfer knowledge to the level of expertise, to use theoretical and practical knowledge on the field of Professional Practice, Project Management and Legal responsibilities, knowledge of interdisciplinary interaction | ||||||
| 25 | ENVIRONMENT, STRUCTURE AND HUMAN HEALTH (Knowledge-Theoretic, Factual): Methods and techniques that will be used in the solution of the problems related to the field – to gain knowledge to apply the techniques in the context of environmental health, -building health, -human health | X | |||||
| 26 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Skill-Cognitive, Applied): Understanding the relationships between environment, structure and human health and creating solutions to related design problems. | X | |||||
| 27 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Competences - Capability to Work Independently and Take Responsibility): Taking competence and responsibility in the fields of urban / space / product planning, design, implementation and supervision of environment, strcuture and human health | ||||||
| 28 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Capabilities-Learning Capability): Competence in researching theoretical and applied information systems on environment, structure and human health | ||||||
| 29 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Competencies-Communication and Social Competence): Be able to communicate with all areas of expertise in environment, structure and human health | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 6 | 84 | |||
| Guided Problem Solving | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 6 | 12 | |||
| Term Project | 1 | 10 | 10 | |||
| Presentation of Project / Seminar | 1 | 2 | 2 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 22 | 22 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 166 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(166/30) | 6 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to DESIGN I | - | Spring Semester | 2+6 | 5 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Bengi ATUN |
| Name of Lecturer(s) | Lect. Deniz SOYİPEK, Lect.Dr. Lokman COŞKUN |
| Assistant(s) | |
| Aim | In this first studio class of architecture, interior architecture and urban design, the objective is to establish in the students a strong and comprehensive foundation for design by acquainting them with the various stages/methodologies of design including abstract thinking, concept development and design development as well as the fundamentals of good architectural design including responsiveness to site, function, environmental factors and materials. |
| Course Content | This course contains; Introduction to Course and Project,Narrative of Music through Spatial Terms,Abstraction in Three-Dimensional Form; From Parts to Whole,Abstraction in Two Dimensions, Rational Analysis of Music; From Parts to Whole,Concept Development,Development of Concept as Three-Dimensional Form,1st JURY,Environmental Factors; Sun, Wind, Climate,Site and Function Determination, Application of Environmental Factors to Site,Material Selection and Wall Model at 1:20 scale,Concept Development; Integration of Additional Factors - Sketch Shadow Analysis ,Design Development,2nd JURY,Revisions/Portfolio. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Based on observations of human movements, the student is able to come up with the spatial terms that correspond to these movements. | 11, 6 | E |
| 2. The student is able to bring together disparate elements into a comprehensive form perceivable as a whole unit. | 10, 2, 6 | F |
| 3. The student is able to analyze a complex whole in terms of the parts it is composed of as well as the relationship between these parts. | 10, 2, 6 | F |
| 4. The student is able to come up with a design concept that will meet the design brief and act as a guide in arriving at a meaningful form. | 19, 2, 20, 23 | F |
| 5. The student is able to determine wind movements, climatic data and the angle of the sun in the horizontal and vertical dimensions for any day and hour of the year using a given application program. | 5, 9 | E |
| 6. The student understands the mutual relationship between form and material and is able to accordingly shape her/his form. | 2, 6 | E, F |
| 7. The student begins to develop a design concept in a manner wherein relevant environmental factors and functional requirements are also integrated into it. | 2 | F |
| 8. The student is able to determine the interaction of the sun with her/his designed form in any given season and during any time of the day. | 2 | E |
| 9. The student begins to express her/his project in plan, section and model form at the right scale. | 2 | F |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 19: Brainstorming Technique, 2: Project Based Learning Model, 20: Reverse Brainstorming Technique, 23: Concept Map Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Course and Project | Music selection and acquiring of material for first 3 homework |
| 2 | Narrative of Music through Spatial Terms | Homework #1: Convert your intuitive movement response to the music into a series of spatial terms, in a time-bound manner, within the format indicated and using graphic language. |
| 3 | Abstraction in Three-Dimensional Form; From Parts to Whole | Homework #2: Convert your spatial terms into a three-dimensional representation of your music. You can only use sticks in the format indicated and at 1:20 scale. |
| 4 | Abstraction in Two Dimensions, Rational Analysis of Music; From Parts to Whole | Homework #3; The music will be analyzed rationally as being composed of parts that make up a whole in the given format, in a time-bound manner. |
| 5 | Concept Development | Homework #4; Develop a Concept for a pavilion which reflects your chosen piece of music. |
| 6 | Development of Concept as Three-Dimensional Form | Homework #5: Build the model of your pavilion at 1:50 scale. |
| 7 | 1st JURY | Homeworks 1,2,3,4 ve 5 need to be submitted |
| 8 | Environmental Factors; Sun, Wind, Climate | |
| 9 | Site and Function Determination, Application of Environmental Factors to Site | Analysis of Site based on Circulation and Assigned Function, Documentation of Environmental Factors on 1:500 site plan |
| 10 | Material Selection and Wall Model at 1:20 scale | Homework #7: Build a wall section of your pavilion at 1:20 scale representing your chosen material at the right scale. |
| 11 | Concept Development; Integration of Additional Factors - Sketch Shadow Analysis | Homewor #8: Indicate your developed concept with sketch shadows on the 1:100 site plan. In addition, on another sheet , indicate how your concept has evolved since the beginning of the semester |
| 12 | Design Development | Homework #9; Express your developed design at 1:20 scale in plan, section and model form. |
| 13 | 2nd JURY | Homeworks 6,7,8 &9 will be submitted. |
| 14 | Revisions/Portfolio |
| Resources |
| To be distributed by the lecturer |
| 1. Charles G. Ramsey, Harold R. Sleeper (2000), Architectural Graphic Standarts, Wiley and Sons 2. Francis D.K. Ching (2004), İç Mekan Tasarımı, Yapı Endüstri Merkezi Yayınları / Mimarlık Dizisi 3. Necati İnceoğlu (1995), Düşünme ve Anlatım Aracı Olarak Eskizler, Helikon Yayınları 4. Rob Krier (2002), Architectural Composition, Rizzoli 5. Robert W. Gill (1984), Manual of Rendering with Pen and Ink, Van Nostrand Reinhold 6. The Modulor (2004), Le Corbusier, Springer 7. Leski, Kyna (2015), The Storm of Creativity, MIT Press 8. Balkan, Erhan A. (2005), Mimari Tasarımda Konsept, Bahçeşehir Üniversitesi Yayınları |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | DESIGN (Knowledge-Theoretical, Factual): During planning, implementation, management and supervision processes; Knowledge of creative problem defining and solving | X | |||||
| 2 | DESIGN (Skill-Cognitive, Applied): Design-oriented research fiction, execution and evaluation of results and design process planning, management, application skills | X | |||||
| 3 | DESIGN (Competencies-Ability to Work Independently and Take Responsibility): Ability to work within a team, to emphasize interdisciplinary interaction and apply technology-based business association methods | X | |||||
| 4 | DESIGN (Competencies-Learning Competence): To evaluate critically the knowledge and skills gained in the field, to plan and to develop constantly professional knowledge, skills and approaches | X | |||||
| 5 | DESIGN (Competencies-Communication and Social Competence): Transferring design solutions as oral, written and visual (2D and 3D) presentations on national and international platforms | X | |||||
| 6 | DESIGN (Competencies-Field Specific Competence): Contributing to the design of industrial products to improve the quality of life of the society. | ||||||
| 7 | HISTORY, CULTURE, ART (Knowledge-Theoretical, Factual): To make connections between the information obtained by the analytical approach and the information on historical and cultural development and current situation in Turkey and in the world, and to expand the boundaries of vocational education proficiency to develop new ideas | X | |||||
| 8 | HISTORY, CULTURE, ART (Skill-Cognitive, Applied): Ability to solve the design related problems encountered in concept development, by using the knowledge gained in the field of history, culture and art | X | |||||
| 9 | HISTORY, CULTURE, ART (Competencies - Independent Work and Ability to Take Responsibility): To be able to do interdisciplinary work by using the knowledge gained in the field of history, culture and art | ||||||
| 10 | HISTORY, CULTURE, ART (Competences-Learning Competence): Ability to develop the knowledge gained in the field in the direction needed, using the research methods | ||||||
| 11 | HISTORY, CULTURE, ART (Competencies-Communication and Social Competence): Awareness of social and cultural phenomena and continuous change and arranging plans, strategies, projects, collaborations and activities for the social environment with social responsibility consciousness. | X | |||||
| 12 | MATERIALS AND TECHNOLOGY (Knowledge-Theoretical, Factual): To gain knowledge concerning technology, material, product and production methods - that is to be used in the solution of the problem related to the field. | X | |||||
| 13 | MATERIALS AND TECHNOLOGY (Skill-Cognitive, Applied): Knowing materials, technology and production methods and developing designs compatible with these methods, proposing new technologies and production methods, developing creative design solutions by interpreting and using technology. | X | |||||
| 14 | MATERIALS AND TECHNOLOGY (Competencies - Independent Work and Ability to Take Responsibility): To be able to work together with stakeholders working on different areas and needs in construction and production technologies | ||||||
| 15 | MATERIALS AND TECHNOLOGY (Competencies-Learning Competence): Understand the compatibility and flexibility between the technological tools that meet the requirements according to the needs | ||||||
| 16 | MATERIALS AND TECHNOLOGY (Competencies-Communication and Social Competence): Ability to use appropriate communication techniques and technologies | ||||||
| 17 | MATERIALS AND TECHNOLOGY (Competencies-Field Specific Competencies): Producing and applying knowledge to serve sustainable production and life | ||||||
| 18 | MATERIALS AND TECHNOLOGY (Competencies-Filed specific competencies): To be able to develop creative design solutions by mastering technological development, interpreting the developments and pioneering such developments. | ||||||
| 19 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Knowledge-Theoretical, Factual): -Ethics related to the field, -project management issues, -legal rights and responsibilities, -To gain knowledge about legal responsibilities and regulations affecting design works | X | |||||
| 20 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Skill-Cognitive, Applied): Ability to recognize and apply the techniques used and legal responsibilities in planning, design, construction and operation phases of project management. | X | |||||
| 21 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competences - Capability to Work Independently and Take Responsibility): To adapt to the different working environments and forms required by the profession and to contribute to the development of these environments | ||||||
| 22 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Capabilities-Learning Capability): Monitoring and learning the legal, administrative and procedural requirements of design and construction projects throughout professional life, developing new strategic approaches in solving complex problems, taking responsibility | ||||||
| 23 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competencies-Communication and Social Competence): Being able to lead the process -deploying the necessary communication skills and tools- during planning, designing, construction and operation stages, and demonstrating leadership in providing the solution in the work environment. | ||||||
| 24 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competencies-Field Specific Competence): To be able to transfer knowledge to the level of expertise, to use theoretical and practical knowledge on the field of Professional Practice, Project Management and Legal responsibilities, knowledge of interdisciplinary interaction | ||||||
| 25 | ENVIRONMENT, STRUCTURE AND HUMAN HEALTH (Knowledge-Theoretic, Factual): Methods and techniques that will be used in the solution of the problems related to the field – to gain knowledge to apply the techniques in the context of environmental health, -building health, -human health | X | |||||
| 26 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Skill-Cognitive, Applied): Understanding the relationships between environment, structure and human health and creating solutions to related design problems. | X | |||||
| 27 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Competences - Capability to Work Independently and Take Responsibility): Taking competence and responsibility in the fields of urban / space / product planning, design, implementation and supervision of environment, strcuture and human health | ||||||
| 28 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Capabilities-Learning Capability): Competence in researching theoretical and applied information systems on environment, structure and human health | ||||||
| 29 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Competencies-Communication and Social Competence): Be able to communicate with all areas of expertise in environment, structure and human health | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |