ANTALYA BİLİM
UNIVERSITY
Course Information Package
| Code | Description |
|---|---|
| LO1 | Use field-specific terminology, concepts, and language structures appropriately in spoken and written academic tasks. |
| LO2 | Participate in short conversations and discussions by applying speech conventions, turn-taking strategies, and interactional language appropriate to the context. |
| LO3 | Plan and deliver a structured field-specific presentation, demonstrating coherent organisation, relevant content, and clear spoken delivery. |
| LO4 | Demonstrate comprehension of reading texts and listening materials by identifying main ideas, supporting details, and the writer's or speaker's purpose. |
| LO5 | Communicate ideas clearly and appropriately in both spoken and written forms — expressing, describing, explaining, and persuading with appropriate register and cohesion. |
| Week | Content |
|---|---|
| 1 | Introduction to the Course & the Field of Interior Architecture Course Components & Course Content, Requirements and Assessment, Ice-breaking activities |
| 2 | The Space That Shaped You. Describing a personally meaningful space using relevant language patterns; building toward a 60-second spoken pitch. |
| 3 | Short Presentation 1 (delivering Week 2's pitches); What is Architecture? — introducing the Four-Part Framework and new language patterns. |
| 4 | Designing Functional Spaces: Chunks and Choices. Chunk-mining for placement/purpose language (because, so that, in order to); negotiating and defending a room layout; matching a real floor plan. |
| 5 | Building Your Lexicon. Word-formation and comparative structures; writing a full space description based on a different floor plan. |
| 6 | Short Presentation 2; Same Brief, Different Solutions & the Koshino House. |
| 7 | Revision Week — Reviewing the language structures covered so far (chunk language, form description, comparative structures) and preparing for the Midterm Exam. |
| 8 | Midterm |
| 9 | Defending Design Decisions. Quick client challenge; the Centre Pompidou case study; introducing the Decision–Reason–Support–Benefit–Trade-off framework and Know–Infer–Claim. |
| 10 | Guided Design Challenge. Applying the defence framework to a scaffolded case; Reason vs. Support distinction; comparing before choosing. |
| 11 | Own Project: Design Defence & Writing. Practising a spontaneous response to a surprise jury question; writing a 130–160 word design rationale using connecting language (because, as a result, however). |
| 12 | Presentation — Learning from Designers. |
| 13 | Making Sustainable Design Choices. Comparing buildings for sustainability; the Eastgate Centre and Bullitt Center case studies; introducing cause-and-effect language; building the Strategy Bank. |
| 14 | Cause-and-effect language for design strategies; naming a strategy, its effect, and its trade-off; applying strategies to a café design task with real client constraints. |
| 15 | Consultant Check challenge; revising a design choice under changed client constraints using comparative language (compared to, instead of); writing the final design rationale; course review. |
| Activity | Count | Duration (Hours) | Total |
|---|---|---|---|
| Attendance | 14 | 3.00 | 42.00 |
| Post-Prectice Individual Study | 8 | 1.00 | 8.00 |
| Midterm Exam/Preparation | 8 | 1.00 | 8.00 |
| Final Exam/Preparation | 14 | 1.00 | 14.00 |
| Research Presentation | 3 | 6.00 | 18.00 |
| Total Workload (Hours) | 90 | ||
| ECTS Credit (Workload / 25) | 3 | ||
| PO \ LO |
LO1
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LO2
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LO3
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LO4
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LO5
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| PO-13 |
| # | Method Name | Description | Tools |
|---|---|---|---|
| 1 | Lecture (expository teaching), interactive discussion | Listening and taking notes. | Standard classroom technologies, multimedia tools (projector, computer, digital presentations) |
| 2 | Controversial Course | Listening and comprehension, critical thinking | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 3 | Role-Playing / Drama | Pre-planned specific skills | Standard classroom technologies, special equipment |
| 4 | Problem Solving | * Analyzing physical and physiological problems using problem-solving techniques and developing appropriate solutions. | |
| 5 | Brainstorming | The purpose of forming pairs is to ensure that they are open to innovation during the idea generation phase | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 6 | Small Group Discussion | Listening and comprehension, processing observations/situations, critical thinking, question development | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 7 | Demonstration | Listening and comprehension, processing observations/situations | Presentation content |
| 8 | Group Work | Students work in groups to prepare presentations. | Research and presentation |
| 9 | Seminar | Research – lifelong learning, writing, reading, IT, listening and comprehension, managerial skills | Standard classroom technologies, multimedia tools, projector, computer, overhead projector, special equipment |
| 10 | Homework | Solving and analyzing homework questions using a computer and Excel. | Computer |
| 11 | Oral | Research – lifelong learning, processing situations, developing questions, interpreting, presenting |
