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SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code Course Name Year Semester Theoretical Practical Credit ECTS
60212METOZ-IMC0414 Sustainable Design of Interiors and Environment 2 Spring 2 0 2 4
Course Type : Compulsory
Cycle: Bachelor      TQF-HE:6. Master`s Degree      QF-EHEA:First Cycle      EQF-LLL:6. Master`s Degree
Language of Instruction: Turkish
Prerequisities and Co-requisities: N/A
Mode of Delivery: Face to face
Name of Coordinator: Instructor GÖZDE EZGİ GÖL
Dersin Öğretim Eleman(lar)ı: Instructor GÖZDE EZGİ GÖL
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives: Students taking this course can explain the use of natural resources, components of sustainable design, in interior architecture; evaluate the holistic knowledge about environmental technologies and its social dimension with a critical point of view and transform the environmentally sensitive design understanding into professional knowledge.
Course Content: The content of this course includes the concept of sustainability, sustainable designs and history in interior architecture, social dimension of sustainable design, sustainable design elements and materials.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
Knowledge (Described as Theoritical and/or Factual Knowledge.)
  1) Can define green, ecological, sustainability and environmentally friendly design concepts.
Skills (Describe as Cognitive and/or Practical Skills.)
  1) Can analyze sustainable design in interior architecture with a critical perspective on social studies on this subject and apply it in projects.
Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
  1) Can analyze and relate interior architectural projects in the context of their effects on the environment.
  2) Can create environmentally friendly designs and present them appropriately.

Weekly Course Schedule

Week Subject
Materials Sharing *
Related Preparation Further Study
1) Explanation of the functioning and content of the course and introducing the concept of sustainability
2) Conceptual framework and historical background of sustainable design in interior architecture
3) Interrelational questioning of environment, human, nature, design
4) Interior Design and nature- Standardized discourses-current approaches
5) Social dimension of sustainable design in interior architecture
6) Environmental awareness, social movements, calm movement
7) Sustainable design in interior architecture
8) Midterm
9) Sustainable Design Examples
10) Sustainable Design in bathroom and kitchen
11) Sustainable design techniques in residential spaces - Explanation of the project
12) Materials used in sustainable design and discussion of the project
13) Development of the project
14) Development of the project
15) Final Exam
16) Final Exam
*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks: Jones, L., (2008) Environmentally Responsible Design: Green and Sustainable Design for Interior Designers.
Hoboken, N.J.: Wiley. Kang, M. and Guerin, D. A., (2009) Environmentally Sustainable Interior Design The Characteristics of Interior Designers Who Practice. Environment and Behavior 41: 170-184.
Mayer, H. and Knox, P.L. 2006. Slow Cities: Sustainable Places in A Fast World. Jornal of Urban Affairs, 28 (4), pp.321-334.
Radstrom, S. 2011. A Place Sustaining Framework for Local Urban Identity: an Introduction and History of Cittaslow, Journal of Planning 1, (1), pp.90-113.
References: Ruff, C. L. ve Olson, M. A., (2009) The Attitudes of interior Design Students Towards Sustainability. International Journal of Technology and Design Education. 19 (1), 67-77.
Zuo, Q., W. Leonard ve E. MaloneBeach., (2010). Integrating Performance-Based Design in Beginning İnterior Design Education: An Interactive Dialog Between The Built Environment and its Context. Design Studies 31, 268-287.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
CLOs/PLOs KPLO 1 KPLO 2 KPLO 3 KPLO 4 KPLO 5
1 2 3 4 5 1 2 3 4 5 6 1 2 3 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 11 12
CLO1
CLO2
CLO3
CLO4

Level of Contribution of the Course to PLOs

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Programme Learning Outcomes Contribution Level (from 1 to 5)
1) Explains the basic, theoretical and practical knowledge about Interior Architecture and Environmental Design.
2) Can reveal original and innovative designs. 5
3) Use the drawing programs required by the profession.
4) Apply the theoretical knowledge learned in business life for one semester 4
5) S/he acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the advanced level in relation with his/her field. 3

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)
Teaching and Learning Methods defined at the Programme Level
Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)
Aassessment and evaluation Methods defined at the Programme Level
Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)
LEARNING & TEACHING METHODS
COURSE LEARNING OUTCOMES
ASSESMENT & EVALUATION METHODS
CLO1 CLO2 CLO3 CLO4
-Lectures -Midterm
-Discussion -Presentation
-Case Study -Final Exam
-Problem Solving -Quiz
-Demonstration -Report Evaluation
-Views -Homework Evaluation
-Laboratory -Oral Exam
-Reading -Thesis Defense
-Homework -Jury Evaluation
-Project Preparation -Practice Exam
-Thesis Preparation -Evaluation of Implementation Training in the Workplace
-Peer Education -Active Participation in Class
-Seminar - Participation in Discussions
-Technical Visit
-Course Conference
-Brain Storming
-Questions Answers
-Individual and Group Work
-Role Playing-Animation-Improvisation
-Active Participation in Class

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods # of practice per semester Level of Contribution
Quizzes 1 % 10.00
Homework Assignments 1 % 10.00
Midterms 1 % 30.00
Semester Final Exam 1 % 50.00
Total % 100
PERCENTAGE OF SEMESTER WORK % 50
PERCENTAGE OF FINAL WORK % 50
Total % 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities # of Activities per semester Duration (hour) Total Workload
Course 14 2 28
Laboratory 0 0 0
Application 0 0 0
Special Course Internship (Work Placement) 0 0 0
Field Work 0 0 0
Study Hours Out of Class 1 10 10
Presentations / Seminar 0 0 0
Project 1 30 30
Homework Assignments 1 10 10
Total Workload of Teaching & Learning Activities - - 78
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities # of Activities per semester Duration (hour) Total Workload
Quizzes 1 6 6
Midterms 1 10 10
Semester Final Exam 1 10 10
Total Workload of Assesment & Evaluation Activities - - 26
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) 104
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) 4