Derya Yorgancıoğlu

Bio: Derya Yorgancıoğlu is an academic researcher from Özyeğin University. The author has contributed to research in topics: Design education & Conceptual framework. The author has an hindex of 2, co-authored 4 publications receiving 5 citations.

Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques

Abstract: This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus group and in-depth interviews, studio observations and analysed through qualitative content analysis. The findings indicated that the pedagogic identity of a tutor could help scaffold the formation of a community of learners in the design studio. However, the lack of negotiation and trust between a tutor and students in the feedback processes weakens the students’ effective learning experiences.

Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method

Abstract: This article examines the pedagogical potential and challenges of the design jury as an assessment method from the perceptions of the tutor/jury member and the design students. It aims to gain an u...

Evaluation of Mecidiyeköy as an urban threshold in socio-cultural sustainability framework

Abstract: The globalization process resulted from technological and economic developments in the second half of the 20th century has created a rapid urban transformation in the world and Turkey as a developing country. This rapid urban transformation has affected the urban and architectural context of cities, including Istanbul, both in negative and positive ways. Urban policies, which lay the groundwork for minimizing the negative effects of rapid urbanization on cities and producing more inclusive life scenarios, are mostly based on socio-cultural sustainability approaches. However, when urban policies are concerned, the issue of sustainability is usually approached from the perspectives of ecological and/or physical features, whereas the significance of socio-cultural sustainability for urban development strategies is often neglected. Within this framework, this study aims to examine the potentials and constraints that Mecidiyekoy encompasses as an “urban threshold” and to inquire the ways that socio-cultural sustainability can offer a ground for future urban policies and architectural practices to trigger the co-existence of differences and social interaction between them. This study is designed as a case-study and the methodological framework of the study consists of literature review and on-site observations. This article revealed that socio-cultural sustainability, as a conceptual framework and urban approach, can provide a fertile ground for future urban scenarios that would be developed for Mecidiyekoy. If approached from the socio-cultural sustainability perspective, it can be ensured that this region having constraints and potentials in terms of accommodating spatial and human diversity and triggering the interaction between them, can actually work as an “urban threshold.”

Critique’s Role in the Development of Design Literacy in Beginning Design Education

Abstract: This study examines the development of design literacy for firstyear architecture students in their beginning design education phase. It focuses on the contribution of design critique in the formation of repertoires for design thinking and doing for first-year students. The inquiry is based on the findings of a qualitative case study involving 26 first-year design students and six design studio tutors in a Bachelor of Architecture degree programme. Data was collected through focus groups, in-depth interviews, and studio observations, and was analysed using content analysis technique. Research findings indicate that design critiques initiate a transformation process in first-year design students in which they begin to grasp how designers think and act. The collaborative effort of the tutor and students, sharing their ideas and re-constructing design knowledge, is realized through the development of new communication methods in design critique sessions. We suggest that when the development of interactive and critical communication skills is embedded in the formation of a community of learners during their first year in a design studio setting, 'learning to criticize' becomes a component of design literacy.

Learning To Teach In Higher Education

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Critical Reflections on the Surface, Pedagogical and Epistemological Features of the Design Studio under the “New Normal” Conditions

Abstract: This study aims to make a critical reading on the constraints and potentials that emerge through the transition from face-to-face to screen-to-screen teaching and learning experiences in design education during the COVID-19 pandemic. By making a critical reading of current discussions, mostly in narrative surveys, on architectural design education, it is attempted to re-contextualize the emerging concepts of the remote teaching and learning to the broader context of design studio pedagogy literature. The theoretical framework of the study is based on the model developed by Shaffer (2003) regarding the three main elements of the design studio pedagogy as (1) “surface structures”, (2) “pedagogical forms” and (3) “epistemological principles.” The study revealed that the current situation, on the one hand, opened the ways for us to test “new” tools, methods and experiences of teaching and learning, and on the other hand, allowed us to better understand the potentials and well-functioning aspects of the “existing” pedagogical models. Rather than reducing the discussions on remote teaching and learning to a ‘technology-driven’ paradigm change in design education, future research should focus on the effects of changing pedagogical tools and practices on the manifold dimensions of ‘human learning’, which in turn will have implications for the epistemology of design pedagogy.

Difference in grading parameters inarchitectural schools and its impact on thecompetency rating of future professionals

Abstract: ArchitecturaleducationinNigeriaisdividedintoatwo-tiertrainingsystemoffourandtwoyearsfor undergraduateandpostgraduatestudy,respectively.Afterthecompletionofpostgraduatestudy,a studentisdeemedcompetenttotaketheprofessionalpracticeexamination.Successinthis examinationqualifies astudenttoberegisteredasanarchitect.Thecompetencyratingoffuture professionalsinarchitecturalschoolsinNigeriaisdeterminedthroughajurysystemofscoringbased on predeterminedgradingparameters.However,thegradingparametersadoptedbyassessing authorities(academicprofessorsandpractitioners representingtheprofessionalbody)differ.The difference inthegradingparametersemployedbythe twoapprovedassessingauthoritiesinNigeria was investigatedinthisstudy.CovenantUniversityinNigeriawasusedasacasestudy.Thegrading parameters andscoresforthe2013academicsession werecomparedtodeterminesimilaritiesand differences,whichmighthaveaffectedthecompetencyratingofstudents.Descriptivestatisticswas employed toanalyzethedataobtained.Resultsshowedasignificant differenceinscoringbythetwo authorities.Thisdifferencehadasignificantconsequenceonthecompetencyratingofstudents

Impact of COVID-19 pandemic on architecture design studio pedagogy in Saudi Arabia

Abstract: PurposeThe purpose of this paper is to determine the influence of the COVID-19 pandemic on architecture education during the lockdown in Saudi Arabia, as well as the new normal that has emerged. This indicates the potential to develop frameworks and strategies for adapting architectural pedagogy modes to unexpected situations.Design/methodology/approachThis study is based on qualitative research with phenomenological aspects, focusing on a phenomenon experienced by a group of people involved in a Bachelor of Architecture degree program. This paper uses data collected from a literature study, as well as interviews conducted at the College of Engineering and Islamic Architecture of Umm Al-Qura University in Saudi Arabia; the data sources include tutors, students and recent graduates with common teaching and learning experiences in design studios.FindingsThe study shows the feasibility of conducting part of the design course in a distance mode and the rest as on-campus attendance, to ensure effectiveness and to produce quality architectural designs with maximum detail. However, research reveals that both students and educators need greater awareness of the self-learning process.Originality/valueThe research value lies in exploring how the imposition of a distance architecture design studio due to the COVID-19 lockdown has potentially established a new pedagogical model for teaching architecture design studio.