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To Restore the Dignity of Repair: Care, Architectural Education, and Resistance in a Broken World
(Intellect Ltd, 2026) Yücel, Şebnem; 03.01. Department of Architecture; 03. Faculty of Arts Design and Architecture; 01. MEF University
Citation - WoS: 1
Citation - Scopus: 1
Building a Community Through a Design Build Studio Program
(Springer international Publishing Ag, 2024) Inceoglu, Arda; 01. MEF University
This paper aims to provide a comprehensive and critical assessment of the outcomes stemming from a Design-Build program, a pedagogical approach widely adopted by educational institutions worldwide. These programs are instrumental in equipping students with vital practical skills, often unattainable within the confines of a conventional studio environment. While the objectives of this program align with those of similar initiatives in various educational institutions, an examination reveals an unexpected and substantial outcome. Beyond its primary goals, the Design-Build program has played an integral role in instilling a culture of collaboration and camaraderie within the school, thereby significantly contributing to the overall success of its architectural education. All stages of the program consist of collaborative processes, instilling from an early age the importance of working together by helping each other than individual competition.
Citation - WoS: 5
Citation - Scopus: 4
Architectural Design Research in Small Practices
(Emerald, 2023) Aydemir, Ayşe Zeynep; Aydemir, Ayşe Zeynep; 03.01. Department of Architecture; 03. Faculty of Arts Design and Architecture; 01. MEF University
There has been a recently growing interest by architects in practice-based research and the impact of research. At the same time, several post-graduate architecture programmes with practice-led research agendas were founded. This shift towards architectural design research is analysed using the notions of “process-driven research”, “output-driven research” and “impact”. The study aims to investigate and unveil the link between graduate programmes and graduates with a research interest and to test the tripartite model of “process-driven research”, “output-driven research” and “impact” in the context of small architectural practices. The study uses a qualitative and exploratory research approach that includes 11 in-depth interviews conducted in 2020, during the first nationwide COVID-19 lockdown in the United Kingdom (UK) selected interviews were architects representing (1) members or alumni of practice-related graduate architecture programmes in London and (2) founders of London-based small architectural practices within the last decade. While focussing on the London context, the paper offers transferable insights for the key potentials of practice-led design research in small architectural practices and the actions that might improve research practice. This paper addresses a lack of studies on how design research differs between diverse types and sizes of architectural firms, why emerging small architectural practices increasingly engage with research and how this shapes their practice. This knowledge is important to fully understanding architectural design research and its strengths or weaknesses.
Learning From Pedagogical Experiments: an Alternative Reading of Architectural Design Studio
(Escuela Politécnica Superior Alicante University, 2018) Aydemir, Ayşe Zeynep; Aydemir, Ayşe Zeynep; 03.01. Department of Architecture; 03. Faculty of Arts Design and Architecture; 01. MEF University
Pedagogical experiments in the second half of the twentieth century are regarded as evidences of thresholds in architectural design education. Many traditional approaches including apprenticeship, reproduction of existing forms and structures are left behind; and many novel approaches became valid including spatial investigations, using tools and new technology, critical thinking, non-linearity, social and political engagement, interdisciplinarity, participation and questioning the role of architecture. From this point, this study aims to illuminate how these pedagogical experiments challenged and transformed the domain of architecture and beyond. In order to address this transformation, the study presents and discusses the pedagogical experiments through the framework of five themes: systematicity, linearity, simultaneity, participation and complexity.

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