Department of Interior Architecture and Environmental Design

IAED 340 | Course Introduction and Application Information

Course Name

Universal Design

Code	Semester	Theory (hour/week)	Application/Lab (hour/week)	Local Credits	ECTS
IAED 340	Fall/Spring	3	0	3	4

Prerequisites	None
Course Language	English
Course Type	Elective
Course Level	First Cycle
Mode of Delivery	face to face
Teaching Methods and Techniques of the Course	Case Study Q&A Lecture / Presentation
National Occupation Classification	-
Course Coordinator	Doç. Dr. Emre ERGÜL
Course Lecturer(s)	Doç. Dr. Emre ERGÜL
Assistant(s)	-

Course Objectives	This course aims for students’ achievement of basic of Universal Design theories and principles. The awareness of Universal Design being a userfocused correct way of design, and not something to addon after the design project is finished is portrayed with the principles and examples. The course that begins with a background and history on Universal Design, continues with definitions of BarrierFree and Accessible Design as well as theories, principles and applications.
Learning Outcomes	The students who succeeded in this course; will be able to apply the Universal Design Principles in spatial design will be able to define the Universal Design approach will be able to evaluate that there are no average people will be able to evaluate design for average person is not appropriate will be able to use the theoretical fundamentals, research-based fundamentals and application fundamentals of Universal Design
Course Description	Within the course, various scaled projects are analyzed and redesigned in a “universal” way. The topics discussed in a parallel fashion with an Ergonomic base, aim to provide an elaborate understanding of designing spaces that not only accommodate and become functional for wheelchair users, but all kinds of people. Universal Design is often neglected in design education. It is seen as something that is sterile and a compulsory feature for disabled persons; as something that contradicts the creativity of a design project. The aim is for students to gain an understanding of the topic as an approach that is inclusive regardless of age, skill, or gender.
Related Sustainable Development Goals

Course Category	Core Courses
	Major Area Courses
	Supportive Courses	X
	Media and Management Skills Courses
	Transferable Skill Courses

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week	Subjects	Related Preparation
1	Introduction to Universal Design
2	principles of univrsal design	Reading: The Universal Design File: Designing for People of All Ages and Abilities , UDF.12.98, Molly Story, James Mueller, and Ron Mace, 1998, 164 pp.* (https://www.ncsu.edu/ncsu/design/cud/pubs_p/pudfiletoc.htm)
3	Ergonomics, anthropometry, biomechanics, human physiology	Dul & Weerdmeester " Ergonomics for Beginners ", Chapter 1-2
4	Ergonomics, human posture & movement	Dul & Weerdmeester " Ergonomics for Beginners ", Chapter 1-2
5	The "universal" approach, human factors, environmental factors	Reading: R.L. Mace, G.J. Hardie,and J.P.Place, Accessible Environments: Toward Universal Design, Center for Universal Design (1991) (https://www.ncsu.edu/ncsu/design/cud/pubs_p/docs/ACC%20Environments.pdf)
6	Universal design at home	Reading: Housing for the Lifespan of All People, Center for Universal Design (1994) (https://www.ncsu.edu/ncsu/design/cud/pubs_p/docs/housing%20for%20lifespan.pdf) Reading: Visit-ability:An Approach to Universal Design in Housing (http://idea.ap.buffalo.edu//Publications/pdfs/VisBkVer3703.pdf)
7	Universal design at work environment	Reading: Case Studies on Universal Design , Center for Universal Design (1998) (https://www.ncsu.edu/ncsu/design/cud/pubs_p/pud.htm)
8	OPEN BOOK MIDTERM	Review of the previous classes
9	Universal Design at Transportation	Reading: Case Studies on Universal Design , Center for Universal Design (1998) (https://www.ncsu.edu/ncsu/design/cud/pubs_p/pud.htm)
10	Universal design at transportation	Reading: Case Studies on Universal Design , Center for Universal Design (1998) (https://www.ncsu.edu/ncsu/design/cud/pubs_p/pud.htm) Submission of field work
11	Presentations	Presentations by students
12	Presentations	Presentations by students
13	Universal design at learning environments, universal design at health environments	Reading: Case Studies on Universal Design , Center for Universal Design (1998) (https://www.ncsu.edu/ncsu/design/cud/pubs_p/pud.htm)
14	Standards of universal design	Presentation in Classroom Submission of Assignment
15	Semester review
16	Final exam

Course Notes/Textbooks

R.L. Mace, G.J. Hardie,and J.P.Place, Accessible Environments: Toward Universal Design, Center for Universal Design (1991)

(https://www.ncsu.edu/ncsu/design/cud/pubs_p/docs/ACC%20Environments.pdf)

Suggested Readings/Materials

1. Reading: Case Studies on Universal Design , Center for Universal Design (1998)

(https://www.ncsu.edu/ncsu/design/cud/pubs_p/pud.htm)

2.Housing for the Lifespan of All People, Center for Universal Design (1994)

(https://www.ncsu.edu/ncsu/design/cud/pubs_p/docs/housing%20for%20lifespan.pdf)

3. M.Story, The Universal Design File: Designing for People of All Ages and Abilities, Center for Universal Design (1998)

(https://www.ncsu.edu/ncsu/design/cud/pubs_p/pudfiletoc.htm)

4. W.F.E.Preiser and K.H. Smith, Universal Design Handbook, McGraw-Hill (2001)

5. E.Steinfeld and J.Maisel, Universal Design, John Wiley & Sons (2012)

6. J. Dul and B. Weerdmeester, Ergonomics for Beginners, 3rd Edition, Taylor&Francis (2008)

7. G.Salvendy, handbook of Human Factors and Ergonomics, 4th Edition, John Wiley & Sons (2012)

8.C. Stephanidis, The Universal Access Handbook, CRC Press ( 2009)

9.Visit-ability:An Approach to Universal Design in Housing

(http://idea.ap.buffalo.edu//Publications/pdfs/VisBkVer3703.pdf)

EVALUATION SYSTEM

Semester Activities	Number	Weigthing
Participation	1	10
Laboratory / Application	-	-
Field Work	1	10
Quizzes / Studio Critiques	-	-
Portfolio	-	-
Homework / Assignments	1	10
Presentation / Jury	1	10
Project	-	-
Seminar / Workshop	-	-
Oral Exams	-	-
Midterm	1	30
Final Exam	1	30
Total	6	100

Weighting of Semester Activities on the Final Grade	5	70
Weighting of End-of-Semester Activities on the Final Grade	1	30
Total	6	100

ECTS / WORKLOAD TABLE

Semester Activities	Number	Duration (Hours)	Workload
Theoretical Course Hours (Including exam week: 16 x total hours)	16	3	48
Laboratory / Application Hours (Including exam week: '.16.' x total hours)	-	-	-
Study Hours Out of Class	14	2	28
Field Work	1	7	7
Quizzes / Studio Critiques	-	-	-
Portfolio	-	-	-
Homework / Assignments	1	8	8
Presentation / Jury	1	12	12
Project	-	-	-
Seminar / Workshop	-	-	-
Oral Exam	-	-	-
Midterms	1	7	7
Final Exam	1	10	10
		Total	120

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#	Program Competencies/Outcomes	* Contribution Level
#	Program Competencies/Outcomes	1	2	3	4	5
1	To be able to perform, execute and manage the various responsibilities and duties of an interior architecture and environmental design professional	-	X	-	-	-
2	To be able to recognize, analyze and integrate within their practice the particular local and regional needs and developments of their profession	-	-	-	-	-
3	To be able to communicate and collaborate with other individuals and groups on a national and international level within their profession	-	X	-	-	-
4	To be able to develop, integrate and promote independent critical approaches for their professional practice	-	X	-	-	-
5	To be able to understand the social and environmental issues and responsibilities of their profession	-	X	-	-	-
6	To be able identify, assess and utilize the most up to date research, innovations, trends and technologies	-	-	-	-	-
7	To be able to consider the national and international standards and regulations of their field	-	X	-	-	-
8	To be able to develop the abilities to communicate and present design ideas within visual, oral and textual formats	-	-	-	-	-
9	To be able to adopt a multidisciplinary approach to design on a national and international level	-	-	-	-	-
10	To be able to recognize their own strengths, and develop them within an environment	-	-	-	-	-
11	To be able to collect data in the areas of interior architecture and environmental design and communicate with colleagues in a foreign language	-	-	-	-	-
12	To be able to speak a second foreign at a medium level of fluency efficiently	-	-	-	-	-
13	To be able to relate the knowledge accumulated throughout the human history to their field of expertise	-	-	-	-	-