COURSE UNIT TITLE

: ARCHITECTURE-SOCIETY DIALOGUE

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
MIM 3599 ARCHITECTURE-SOCIETY DIALOGUE ELECTIVE 2 0 0 3

Offered By

Architecture

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSOCIATE PROFESSOR BURCU GÜLAY

Offered to

Architecture

Course Objective

The subject of this course is to assess the relationship between the architecture discipline and the society and aims to attract attention to the importance of education regarding this relationship. Built environment education for society themed works carried out recently worldwide, forms the general frame that serves the purpose of this course.

Learning Outcomes of the Course Unit

1   Recognization of the sociaty aspect of the architecture discipline
2   To explain the role of education in enhancing the society architecture dialogue
3   Giving examples about built environment education studies in the world
4   To increase interest in socirty involved architecture studies and to plan similar ones.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction, describing the lecture goal and scope Readings will be given
2 Social aspect of the architecture discipline A discussion regarding the society architecture dialogue
3 The position of education in society architecture dialogue Handing out the reading materials (articles)
4 How to create an architecture education involving everyone Description of built environment education for everyone Handing out the reading materials (articles)
5 Worldwide works regarding built environment education Handing out the research subject to the students for the presentation (built environment education differentiating based on country)
6 Sustainability concept in built environment education (England) Finalizing on the country for research
7 MID-TERM EXAM Turning in the reading materials (articles)
8 Student presentations: Built environment education in Europe (IUA Works, examples of Finland, England, Germany, Ireland and other countries Student presentations and discussion
9 Student presentations: Built environment education in USA (AIA works and implementations differentiating based on states) Student presentations and discussion
10 Student discussions: Built environment education in other countries Student presentations and discussion
11 Student discussions: Built environment education in other countries Student presentations and discussion
12 Society involving architecture and planning works Handing out the reading materials (articles)
13 Importance of involvement The position and importance of education in involvement Discussion of Germany and Japan examples Discussion regarding involvement
14 Planning a sample workshop To make plan about participation process of society to architecture studies
15 Evaluation the lesson Discussion

Recomended or Required Reading

Main Sources:
Gülay Taşçı, B. (2014). Çocuk-mimarlık çalışmalarının değerlendirilmesi ve ilköğretim için yapılı çevre eğitim programı önerisi (sosyal bilgiler dersi için), Izmir: Dokuz Eylül Üniversitesi, Fen Bilimleri Enstitüsü.

Supplementary Sources:
Adkins, C. ve Simmons, B. (2003). Outdoor, experiential and environmental education: converging approaches, 12 Aralık 2013, http://www.ericdigests.org /2003-2/outdoor.html.

Baraldi, C. (2003). Planning childhood. Children in the city. Home, neighbourhood and community (1. Baskı) içinde (184-205). Londra: RoutledgeFalmer

Bell, S. (2006). Scale in children s experience with the environment. Children and their environments, learning, using and designing spaces (1. Baskı). içinde (13- 25). New York: Cambridge University Press.

Bishop, J., Eileen, A. S. ve Joan, K. (1992). Children, environment and education: personal views of urban environmental education in Britain. Children's Environments 9, (1), 80-109, 17 Haziran 2011, http://www.colorado. edu/journals/cye/

Borgen, J.S ve Brandt, S. (2008). Architectural education for young people in Europe. A comparative study in seven European countries. Norway - Country Report, 8 Nisan 2013, http://www.nifu.no/files/.../NIFUrapport2008-51.pdf.

Carolyn, T. (2007). Engaging youth in planning, architecture, and historic preservation - Hyde Lecture University of Nebraska, 27 Haziran 2011, http://www.planning.org/ncpm/events/2007/pdf/hydelecture.pdf.

Dewey, J. (2013). Deneyim ve eğitim, (3. Baskı). Ankara: ODTU Geliştirme Vakfı Yayıncılık

Dillon, T. (2004). Learning through the built environment, 18 Ağustos 2011, http://www2.futurelab.org.uk/resources/publications-reportsarticles/webarticles/ Web -Article572.

Education at Commission for Architecture and the Built Environment, (b.t). 7 Mart 2011, http:/www.cabe.org.uk/education/about

Evans, S. ve Griffiths, M. (2000). Education and the built environment in Wales. A seminar held at Techniquest, 21 Şubat 2012, http://www.civictrustwales. demon.co.uk.

Fattore, T. ve Malins, T. (2005). Participatory research with children: a case-study, 25 Eylül 2011, http://www.aracy.org.au/publicationDocuments/pres_participatory _ Research_with_Children_A_Case_study2_2005.pdf.

Planned Learning Activities and Teaching Methods

audio and visual learning strategies, lectures, discussions (individual assignments and presentations)

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTE MIDTERM EXAM
2 ASG ASSIGNMENT
3 MTEG MIDTERM GRADE MTE * 0.50 + ASG * 0.50
4 FINS FINAL EXAM
5 FCG FINAL COURSE GRADE MTEG * 0.50 + FINS * 0.50
6 RST RESIT
7 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.50 + RST * 0.50


Further Notes About Assessment Methods

After a short research process, the students will prepare a presentation. the assignments shall be delivered for the presentation subject. During the online education process, midterm and final exams will be taken as homeworks .

Assessment Criteria

Mid-term Exam % 25 (LO1, LO2)
Assignment/Presentation % 25 (LO1, LO2, LO3)
Final Exam % 50 (LO1, LO2, LO3, LO4)

Language of Instruction

Turkish

Course Policies and Rules

1. Students are expected to attend a minimum of 70% of the class.(During online education process YÖK announcamant is valid)
2. Students are expected to attend the class fully prepared to discuss the subjects and other related material.
3. Late submissions will be subject to a different evaluation.
4. All kinds of plagiarism will result in a disciplinary action.
5. Instructor might do quiz or exercises in the term. Their marks will be considered in the assignment and participation notes.

Contact Details for the Lecturer(s)

burcu.gulay@deu.edu.tr 232 301 83 95

Office Hours

Wednesday 13:30-16:30.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 8 2 16
Tutorials 2 2 4
Preparation before/after weekly lectures 5 1 5
Preparation for Mid-term Exam 1 6 6
Preparation for Final Exam 1 10 10
Preparation for Quiz etc. 0 0 0
Preparing Individual Assignments 1 20 20
Preparing Presentations 1 6 6
Other (please indicate) 1 4 4
Final 1 2 2
Midterm 1 2 2
Group Assignment and Presentations 3 4 12
TOTAL WORKLOAD (hours) 87

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15
LO.154
LO.235
LO.3235
LO.454

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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