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05070 ARCHITECTURE -
LEVEL: Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

Classified Conjoined TYYÇ Level / TYYÇ Field of Education / IAU Programmme Comparison
PROGRAMME LEARNING OUTCOMES LEARNING & TEACHING
METHODS
ASSESMENT & GRADING
METHODS
KNOWLEDGE
(Described in terms of theoretical and factual knowledge)
   1 Discuss formal composition systems and the methods used in architecture.
   2 Comment on the basic principles and methods of architecture and planning.
   3 Summarize the parallel and divergent canons of architecture and urban design, city, art, technology and human sciences of the Western world.
   4 Identify with sufficient scientific background the effect of the non-Western philosophy on the architectural canons in Western architecture.
   5 Retain the basic principles of ecology and architects' responsibilities with respect to environment and human interaction in architecture.
   6 Predict the needs to design sites and buildings to accommodate individuals with varying physical abilities.
   7 Outline an architectural project informed by a comprehensive program from schematic design.
   8 Provide theoretical bases of distinct approaches and design methods in contemporary architecture.
   9 Interpret the shifts occuring in the natural-artificial, legal–political and economic factors that shape the practice of architecture.
   10 Recognize art activities shaping the manner, bacground and senses of an architectural design.
   11 Distinguish the local traditions, materials and regional heritage in architecture including vernacular traditions.
   12 Possess awareness of economic and aesthetic parameters and clients' demands in a design project.
   13 Discuss the diversity of needs, behavioral norms, and social and spatial patterns characterizing different cultures in architecture.
   14 Integrate the principles of structural behavior of the load carrying structural systems in the architectural design.
   15 Recognize building codes, standards and conventions in the architectural design and architects' legal responsibilities.
   16 Incorporate the basic principles of plumbing, electrical wiring, heating and air-conditioning and alike into the design.
   17 Classify the basic principles of acoustics and lighting systems, and energy use.
   18 Define the principles, conventions, standards, applications, and restrictions pertaining to the manufacture and the use of increasing number and types of construction materials.
   19 Identify the ethical issues involved in the formation of professional judgments in architecture design and practice.
  • Lecture & In-Class Activities
  • Group Work
  • Reading
  • Assignment (Homework)
  • Mid-Term Exam
  • Final Exam
  • Short Exam
  • Presentation of Report
SKILLS
(Described in terms of cognitive and practical skills)
   1 Formulate the proper presentation of the subject matter of an architectural project.
   2 Analyze the examples of contemporary international architectural design with a critical point of view.
   3 Employ basic methods of data collection and analysis to address all the aspects of design process in city planning, urban planning and landscape architecture.
   4 Design a comprehensive architectural project, including a critical review of appropriate precedents, an analysis of site conditions and a definition of site selection and design assessment criteria.
   5 Employ appropriate representational media, including computer technology, to convey essential formal elements at each stage of the programming and design process.
   6 Integrate structural, environmental and life-safety systems, building envelope systems, and building service systems into building design.
   7 Describe technically precise design and structural behavior for the purposes of review and construction.
   8 Utilize technically precise inventory and documentation of a historic place within the rules established by the relevant authority.
   9 Assemble a comprehensive software program for an architecture project including an assessment of client and user needs, an inventory of space and equipment requirements, an analysis of site conditions and a definition of site selection and design assessment criteria.
   10 Design sites and buildings to accommodate individuals with varying physical abilities.
   11 Respond to natural and built site characteristics and their effects in the development of a program and the design of a project.
   12 Design different methods of project delivery, the corresponding forms of service contracts and the types of documentation required to render competent and responsible professional service within the legislation of a building.
  • Lecture & In-Class Activities
  • Group Work
  • Reading
  • Mid-Term Exam
  • Final Exam
  • Short Exam
  • Presentation of Report
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility
   1 Judge the individual role of an architect in the professional field and his/her responsibility.
   2 Work successfully in research and design stages of an architectural project within a team.
  • Assignment (Homework)
  • Mid-Term Exam
  • Final Exam
  • Short Exam
  • Presentation of Report
Learning to Learn
   1 Consent lifelong learning principles in professional life as well as follow up development and improvement in the field of architecture.
  • Lecture & In-Class Activities
  • Mid-Term Exam
  • Final Exam
  • Presentation of Report
Communication & Social
   1 Discuss social and professional issues.
   2 Administer the limited energy resources and take responsibility to protect the environment.
  • Group Work
  • Technical Visit
  • Practice at a workplace
  • Mid-Term Exam
  • Final Exam
  • Presentation of Report
Occupational and/or Vocational
   1 Integrate the basic principles and responsibilities of organization and legislation as they apply to the practice of architecture.
   2 Configure, as an integral part of the design, an appropriate combination of building materials, components, and assemblies to satisfy the requirements of building programs.
  • Lecture & In-Class Activities
  • Mid-Term Exam
  • Final Exam
  • Presentation of Report
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.