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dc.contributor.authorTurkkan, E. E.en_US
dc.contributor.authorBasa, I.en_US
dc.contributor.authorGurel, M. O.en_US
dc.date.accessioned2016-02-08T09:57:08Z
dc.date.available2016-02-08T09:57:08Z
dc.date.issued2010en_US
dc.identifier.issn0168-2601
dc.identifier.urihttp://hdl.handle.net/11693/22223
dc.description.abstractA major aim of the design studio is to educate students to be well-equipped designers. To do so, a student should be able to grasp the divergent information of various courses and integrate that knowledge into their design problems. But are students aware of the emphasis placed on incorporating different curriculum courses into the design studio? Do they find it beneficial while developing a design project? To what extent do they think this integration has an impact on their success in the design studio and in their adaptation to professional practice? This paper seeks to find out whether the integration between the design studio and other curriculum courses is productive from students' perspectives and determine if there is a consensus between students and instructors on the significance of transferring knowledge from curriculum courses to design projects. In addition, the paper examines the position of the design studio as an integrative medium between education and practice in the Turkish context.en_US
dc.language.isoEnglishen_US
dc.source.titleOpen House Internationalen_US
dc.subjectCurricular integrationen_US
dc.subjectDesign educationen_US
dc.subjectDesign studioen_US
dc.subjectLecture coursesen_US
dc.titleInteraction between design studio and curriculum courses: Bilkent Uiversity caseen_US
dc.typeArticleen_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.citation.spage66en_US
dc.citation.epage75en_US
dc.citation.volumeNumber35en_US
dc.citation.issueNumber3en_US
dc.publisherOpen House International Associationen_US


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