| School/Faculty/Institute | Faculty of Arts, Design and Architecture | ||||
| Course Code | ARC 464 | ||||
| Course Title in English | Urban Ecology | ||||
| Course Title in Turkish | Kentsel Ekoloji | ||||
| Language of Instruction | |||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Advanced | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
|
||||
| Estimated Student Workload | 126 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
ARC 202 - Architectural Design IV | INT 202 - Interior Design II |
||||
| Expected Prior Knowledge | 4 semesters of design studio | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To connect with the environment on wider scales, with emphasis on ecological and ethical issues involved in design and practice | ||||
| Course Description | This course focuses on the contemporary answers on urban ecology debate with examination of various contextual positions and related theoretical/practical perspectives in architecture, urbanism and landscape design. Search for the developing concept of nature throughout history and parallel answers in architecture and urbanism. Within the course we will try to increase both aware of latest trends related within urban ecology and critical thinking towards these trends. Thus, in this course multidisciplinary issues that inherent in urban ecology debate will be considered for improving architectural thinking. | ||||
| Course Description in Turkish | Bu derste kentsel ekoloji tartışmasına farklı bağlamlarda verilen çağdaş cevaplara, bu cevapların mimarlık - şehircilik ve peyzaj tasarımındaki ilgili teorik\ pratik karşılığının incelenmesi yoluyla odaklanılacaktır. Tarih boyunca “doğa” düşüncesinin gelişimi ve mimarlık - şehircilik alanlarındaki paralel yansımaları aranacak. Ek olarak, ders bünyesinde, hem kentsel ekoloji alanındaki güncel eğilimler üzerinden farkındalığı arttırmayı, hem de bu eğilimlere yönelik eleştirel düşünceyi geliştirmeyi deneyeceğiz. Böylece, bu ders ile kentsel ekolojiye içkin multidisipliner başlıklar yaratıcı mimari düşünceyi geliştirmek amacıyla göz önüne alınacak. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand urban environment throughout history related to ecology; 2) distinguish the responsibility of designers for their impact on urban ecology; 3) comprehend ecological design paradigms in natural sciences, social sciences and humanities; 4) interpret multidisciplinary issues and works. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||
| 6) Internalization and dissemination of professional ethical standards. | ||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | ESRA SERT , June 2022 |
| Course Coordinator | AKTS1 |
| Semester | Spring |
| Name of Instructor | Asst. Prof. Dr. ESRA SERT |
| Week | Subject |
| 1) | Introduction |
| 2) | Ecological Design |
| 3) | Ecological Urbanism |
| 4) | Urban Metabolism |
| 5) | Student Presentations on the Selected Topics & Discussion |
| 6) | Scientific Understanding of Nature |
| 7) | Poetic & Romantic Understanding of Nature |
| 8) | Transcending Boundaries: Historical and Dialectical Understanding of Nature |
| 9) | Student Presentations on the Selected Topics & Discussion |
| 10) | Space-Nature Debate in 19.th century |
| 11) | Space-Nature Debate in 20.th century |
| 12) | Space-Nature Debate in 21.th century |
| 13) | Student Presentations on the Selected Topics & Discussion |
| 14) | Discussion and Final Submission: We will discuss urban ecology concept in the age of "ecological rift". |
| 15) | Final Assessment Period |
| 16) | Final Assessment Period |
| Required/Recommended Readings | Required Readings: Asafu-Adjaye, John et al. (2015). "An Ecomodernist Manifesto." Dinep, C. and Schwab, K. (2010). Sustainable Site Design- Criteria, Process, and Case Studies for Integrating Site and Region in Landscape Design. John Wiley & Sons, Inc., ISBN: 978-0-470-18783-8. Gandy, M. (2004). Rethinking urban metobolism: water, space and the modern city, City: Analysis of Urban Trend, Culture, Theory, Policy and Action, 8: 3, pp. 363-379. Madge, P. (1997). Ecological Design: A New Critique. Design Issues, Vol. 13, No. 2, MIT Press. A Critical Condition: Design and Its Criticism (Summer, 1997), pp. 44-54. Swyngedouw, E. (2009). The city as a hybrid: On nature, society and cyborg urbanization. Capitalism, Nature, Socialism. Routledge, 7:2, pp.65-80. Spirn, A. W. (2013) "Ecological Urbanism: A Framework for the Design of Resilient Cities." a chapter in Resilience in Ecology and Urban Design, edited by Steward Pickett, Mary Cadenasso, and Brian McGrath (Springer, 2013) Smith, N. (2008). Chapter 1: Ideology of Nature in the Uneven Development: Nature, Capital, and the Production of Space. 3rd edition. University of Georgie Press, pp. 10-38, ISBN: 9780820330990. Steele, J. (2005). "Ecological Architecture: A Critical History", Thames and Hudson, Los Angeles. Wheeler, M (1995). Ruskin and environment: the storm-cloud of the nineteenth century. Manchester University Press, ISBN:10-0719043778 Recommended Readings: Carson, R. (1962). Silent Spring. Dunnet, N. and Clayden A. (2007). Rain Gardens: Managing Water Sustainably in The Garden and Designed Landscape. Timber Press, ISBN: 978-0-88192-826-6. Engels, F. (1973). The Condition of the Working Class in England. Guattari, Felix. (2000). The Three Ecologies. Athione Press, pp. 23–70, ISBN: 9780485006087. Howard, E. (1898) Garden Cities of Tomorrow. Mcharg, I, L. (1969). Design with Nature. Mollison, B. (2002). Permaculture: A Designers Manual. Second Edition. Tagari Publications, ISBN: 0908228015 Mostafavi, M., and G. Doherty (2010). Ecological Urbanism. Lars Muller Publishers, ISBN: 9783037781890. Spirn, A. W. (1985). The Granite Garden: Urban Nature and Human Design. Basic Books, ISBN: 9780465026982. Short, L. B., Short, J. R. (2008). Cities and Nature: Critical Introductions to Urbanism and The City. Routledge Taylor& Francis Group, ISBN: 978-0-415-35589-6. Swyngedouw, E. and Heynen, N. C. (2003). Urban political ecology, justice and the politics of scale. Antipode a Radical Journal of Geography Special Issue, ISI Journal Citation Reports, Sf. 898-918. Yeang, K. (2006). Ecodesign, A Manual for Ecological Design. John Wiley & Sons, Inc., ISBN: 983-2726-40-9. | |||||||||||||||
| Teaching Methods | Selected topics are going to be studied, researched and discussed in the studio. Students are expected to read, make research about the topics for each lecture. And prepare one paragraph for each lecture: brief commentaries on selected topics in the assigned readings of each lecture or prepare visual material for each lecture like collage, table, photo shopped images or a game (to be ready the day of the course meeting stated in syllabus and submitted as one single file at the end of the term). The texts written by Neil Smith, Eric Swyngedouw, James Steele, Pauline Madge, Ken Yeang, Bill Mollison, Matthew Gandy, Anne Whiston Spirn, Michael Wheeler, Friedrich Engels, Rachel Carson, Ian L. McHarg, John Ruskin and Ebenezer Howard prepare the base of the discussions. Short videos about the topics will be showed in lectures. Final submission will be a power point presentation or a poster presentation. Detailed research on the selected context (permaculture, sustainable food, walkable city, environmental artists, science fiction and nature, rain gardens, xeriscaping, guerilla gardening, garden cities, bio-politics etc.) | |||||||||||||||
| Homework and Projects | 9 Assignments and 1 Power Point Presentation \ Poster Presentation | |||||||||||||||
| Laboratory Work | - | |||||||||||||||
| Computer Use | YES | |||||||||||||||
| Other Activities | Watching Short Videos | |||||||||||||||
| Assessment Methods |
|
|||||||||||||||
| Course Administration |
serte@mef.edu.tr - Office: Esra Sert Email: serte@mef.edu.tr Student participation will be essential for the studio. Attending both submissions including the Final Submission and Presentation are crucial elements in the final grade. Late submissions will not be accepted. 80% attendance is compulsory for a successful outcome. Academic Dishonesty and Plagiarism: YÖK Disciplinary Regulation. |
|||||||||||||||
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 1 | 70 | ||
| Homework Assignments | 14 | 4 | 56 | ||||
| Total Workload | 126 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||