Program Information
Amaç
The primary objective of the Interior Design (Turkish) program is to train individuals who can determine the visual qualities and functional suitability of an interior space by establishing relationships between three-dimensional elements based on functional, aesthetic, and behavioral guidelines, and who can manage how that space is perceived and utilized.Kazanılan Derece
Graduates of this program are awarded an associate degreKayıt ve Kabul Koşulları
Admission to the program is carried out in accordance with the principles set forth in the 'Higher Education Programs and Quotas Guide,' following the central placement conducted by the Measuring, Selection and Placement Center (ÖSYM).Mezuniyet Koşulları
• Students Subject to the 4+0 System To graduate from the Interior Design Program, students must complete a total of 120 ECTS credits, earn at least 25% of these total credits from in-field and out-of-field elective courses, successfully complete all courses, practices, and the summer internship stipulated by the program in accordance with the provisions of the Ankara Medipol University Associate and Undergraduate Education and Examination Regulations, and achieve a minimum general academic grade point average (CGPA) of 2.00. • Students Subject to the 3+1 System To graduate from the Interior Design Program, students must complete a total of 120 ECTS credits, earn at least 25% of these total credits from in-field and out-of-field elective courses, successfully complete all theoretical and applied courses stipulated by the program for 3 semesters along with the Vocational Training in Business practice lasting for 1 semester in accordance with the provisions of the Ankara Medipol University Associate and Undergraduate Education and Examination Regulations, and achieve a minimum general academic grade point average (CGPA) of 2.00.Önceki Öğrenimin Tanınması
There is no compulsory English Preparatory Program in the Interior Design Program. For horizontal and vertical transfers, the conditions specified in the Ankara Medipol University Associate Degree and Undergraduate Education-Teaching and Examination Regulations must be met. Student admission to the Interior Design Program is carried out according to the principles determined by the Council of Higher Education (YÖK) in accordance with the relevant legislation and the decision of the senate. If students who were previously enrolled in other domestic or international higher education institutions apply, their credit and grade transfer requests are evaluated by the relevant departments.Ders Planı- AKTS Kredileri
* Bu ders planı tablosunda gösterilen dersler öğrenci işlerindeki güncel ders plan bilgilerini göstermektedir.
** İlgili dönemde zorunlu dersler mutlaka açılırken, seçmeli ve programa bağlı seçmeli derslerin açılması tercih ve kontenjan durumuna bağlı olarak değişkenlik gösterebilir.
*** Mesleki klinik derslerin teorik ve uygulama ders saatleri, haftalık değil toplam ders saatini ifade etmektedir.
Her hangi bir dersin amaç, öğrenme kazanımları vs. detay bilgilerini görmek için aşağıdaki tabloda dersin ismine tıklayınız.
| 2. Yarıyıl Ders Planı (Bahar Dönemi) | ||||||
| Kodu | Ders | Dil | T+U | UK | AKTS | İndir |
| DRS1213109 | MATERIAL AND CONSTRUCTION INFORMATION II | Türkçe | 2 | 2 | 2 | |
| İMT1211671 | DIGITAL DESIGN TOOLS I | Türkçe | 2+2 | 3 | 3 | |
| İMT1211677 | HISTORY OF ART AND ARCHITECTURE I | Türkçe | 3 | 3 | 3 | |
| İMT1211679 | TECHNICAL DRAWING II | Türkçe | 2+2 | 3 | 3 | |
| İMT1211683 | MATERIAL AND STRUCTURE II | Türkçe | 2 | 2 | 3 | |
| İMT1213108 | BASIC DESIGN EDUCATION II | Türkçe | 2+2 | 3 | 3 | |
| STJ1212991 | SUMMER PRACTICE | Türkçe | 0+12 | 3 | 5 | |
| İMT1211693 | FREE-HAND ARCHITECTURAL DRAWING | Türkçe | 2+2 | 3 | 3 | |
| İMT1211694 | INTERIOR EXHIBITION METHODS | Türkçe | 2+2 | 3 | 3 | |
| İMT1280129 | ENVIRONMENTAL PSYCHOLOGY | Türkçe | 3 | 3 | 3 | |
| İMT1280130 | AESTHETICS | Türkçe | 3 | 3 | 3 | |
| ATA1210184 | ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION II | Türkçe | 2 | 2 | 2 | |
| İNG1210187 | ENGLISH II | İngilizce | 2 | 2 | 2 | |
| TDL1210179 | TURKISH LANGUAGE II | Türkçe | 2 | 2 | 2 | |
Program Yeterliliği
Theoretical, Factual
Graduates of the programme have the knowledge of research, application, accuracy, reliability and validity of basic knowledge and evidence-based developments in the field interior design.
They have the knowledge to offer solutions and proper application plans according to the needs and wishes of the client.
| Program Çıktısı TYYÇ Temel Alan Matrisi | |
| Temel Alan Yeterliliği | Program Yeterliliği |
| KNOWLEDGE | |
| Theoretical, Factual | |
|
2 - They have the ability to use the theoretical knowledge gained in discipline-specific education in the field of interior design. 5 - They have the knowledge to offer solutions and proper application plans according to the needs and wishes of the client. 9 - Have an awareness of the universality of social rights, social justice, quality, cultural values, environmental protection, occupational health, and safety. 13 - They have the knowledge and experience on the use and marketing of any product produced for interiors such as materials, structural elements, and furniture. | |
| SKILLS | |
| Cognitive, Practical | |
|
2 - They have the ability to use the theoretical knowledge gained in discipline-specific education in the field of interior design. 3 - They can consider comfort, functionality and aesthetical aspects of an interior space by using basic design elements, principles and methods. 5 - They have the knowledge to offer solutions and proper application plans according to the needs and wishes of the client. 7 - They have the ability to use computer software and information technologies related with their field. 8 - With the knowledge that they have acquired in their field, they can develop living spaces that will increase the quality of everyday life of society and develop industrially produced furniture suggestions for their designs. 13 - They have the knowledge and experience on the use and marketing of any product produced for interiors such as materials, structural elements, and furniture. 15 - Graduates of the program have technical knowledge of the discourse of the field. They can express themselves and also can operate with their colleagues and with the other field enthusiasts. | |
|
1 - Graduates of the programme have the knowledge of research, application, accuracy, reliability and validity of basic knowledge and evidence-based developments in the field interior design. 4 - They have the ability to monitor plans, laws, regulations and instructions related with the field and managing design process accordingly. 6 - They have the ability to develop solutions for specific cases by interpreting design and taking design principles into consideration to achieve a qualified interior space. 12 - They have the ability to follow technological developments, adapt to innovations, and follow current practices and materials in their field. | |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
|
2 - They have the ability to use the theoretical knowledge gained in discipline-specific education in the field of interior design. 3 - They can consider comfort, functionality and aesthetical aspects of an interior space by using basic design elements, principles and methods. 5 - They have the knowledge to offer solutions and proper application plans according to the needs and wishes of the client. 8 - With the knowledge that they have acquired in their field, they can develop living spaces that will increase the quality of everyday life of society and develop industrially produced furniture suggestions for their designs. 13 - They have the knowledge and experience on the use and marketing of any product produced for interiors such as materials, structural elements, and furniture. | |
|
11 - In addition to being useful as individual workers, they can be efficient team members in group work due to their ability to work in a multidisciplinary environment. 15 - Graduates of the program have technical knowledge of the discourse of the field. They can express themselves and also can operate with their colleagues and with the other field enthusiasts. | |
|
10 - Have the ability to manage design studies within the framework of ethical values and transfer their knowledge and experience to the business environment. 11 - In addition to being useful as individual workers, they can be efficient team members in group work due to their ability to work in a multidisciplinary environment. 15 - Graduates of the program have technical knowledge of the discourse of the field. They can express themselves and also can operate with their colleagues and with the other field enthusiasts. | |
|
-
| |
| Learning Competence | |
|
1 - Graduates of the programme have the knowledge of research, application, accuracy, reliability and validity of basic knowledge and evidence-based developments in the field interior design. 4 - They have the ability to monitor plans, laws, regulations and instructions related with the field and managing design process accordingly. 6 - They have the ability to develop solutions for specific cases by interpreting design and taking design principles into consideration to achieve a qualified interior space. 12 - They have the ability to follow technological developments, adapt to innovations, and follow current practices and materials in their field. | |
|
2 - They have the ability to use the theoretical knowledge gained in discipline-specific education in the field of interior design. 3 - They can consider comfort, functionality and aesthetical aspects of an interior space by using basic design elements, principles and methods. 5 - They have the knowledge to offer solutions and proper application plans according to the needs and wishes of the client. 8 - With the knowledge that they have acquired in their field, they can develop living spaces that will increase the quality of everyday life of society and develop industrially produced furniture suggestions for their designs. 13 - They have the knowledge and experience on the use and marketing of any product produced for interiors such as materials, structural elements, and furniture. 15 - Graduates of the program have technical knowledge of the discourse of the field. They can express themselves and also can operate with their colleagues and with the other field enthusiasts. | |
|
1 - Graduates of the programme have the knowledge of research, application, accuracy, reliability and validity of basic knowledge and evidence-based developments in the field interior design. 2 - They have the ability to use the theoretical knowledge gained in discipline-specific education in the field of interior design. 4 - They have the ability to monitor plans, laws, regulations and instructions related with the field and managing design process accordingly. 7 - They have the ability to use computer software and information technologies related with their field. 12 - They have the ability to follow technological developments, adapt to innovations, and follow current practices and materials in their field. | |
|
-
| |
| Communication and Social Competence | |
|
14 - They can draw technical output, and they also have the ability to use technical programs to attract, model, and present the needed technical output in different mediums. 15 - Graduates of the program have technical knowledge of the discourse of the field. They can express themselves and also can operate with their colleagues and with the other field enthusiasts. | |
|
5 - They have the knowledge to offer solutions and proper application plans according to the needs and wishes of the client. 14 - They can draw technical output, and they also have the ability to use technical programs to attract, model, and present the needed technical output in different mediums. 15 - Graduates of the program have technical knowledge of the discourse of the field. They can express themselves and also can operate with their colleagues and with the other field enthusiasts. | |
|
15 - Graduates of the program have technical knowledge of the discourse of the field. They can express themselves and also can operate with their colleagues and with the other field enthusiasts.
| |
|
7 - They have the ability to use computer software and information technologies related with their field.
| |
| Field-based Competence | |
|
1 - Graduates of the programme have the knowledge of research, application, accuracy, reliability and validity of basic knowledge and evidence-based developments in the field interior design. 10 - Have the ability to manage design studies within the framework of ethical values and transfer their knowledge and experience to the business environment. | |
|
9 - Have an awareness of the universality of social rights, social justice, quality, cultural values, environmental protection, occupational health, and safety.
| |
|
-
| |
İstihdam Olanakları
Graduates of the program can work in interior architecture offices, design departments of furniture factories, as a project staff in restoration companies, as a drafter or designer in architecture and engineering offices, and as a technical staff in model building offices.Üst Dereceye Geçiş
According to the 2026 DGS (Vertical Transfer Examination) Guide, graduates of the program can transfer to the Interior Architecture, Interior Architecture and Environmental Design, and Conservation and Restoration of Cultural Property undergraduate programs via vertical transfer.Eğitim Türü
Full TimeÖlçme ve Değerlendirme
An absolute evaluation system is used in calculating students' success grades. Success in a course is determined by the course success grade. The course success grade is obtained by jointly evaluating the student's performance during the semester (midterm exams, assignments, applied works, and similar activities) and the final exam. The impact of the midterm exam grade on the success score is 40%, and the impact of the final exam grade on the success score is 60%. The impact ratio of the midterm and end-of-semester exams on the success score can be changed by Senate decision. In this case, the final exam's impact ratio on the course success grade is at least 30% and at most 70%. The effects of intra-semester performance and the final exam on the course success grade, the minimum grade required in the final exam for the student to be considered successful, and the course syllabus are announced to the students at the beginning of the semester by the instructor in charge of the course. A student who does not take the final exam is considered unsuccessful in that course. Raw scores obtained from the exams are converted into scores out of 100 (one hundred) and adapted to the grading system in Article 28 of the Ankara Medipol University Associate and Undergraduate Education and Examination Regulations to assign the general success grade. Exam grades are announced in writing. The principles regarding the calculation of the course success grade are determined by the Senate. • For Students Subject to the 3+1 Education System However, unlike standard theoretical and applied courses, the measurement and evaluation processes of the "Vocational Training in Business (İME)" practice included in the curriculum of students subject to the 3+1 education system are carried out according to its own specific implementation principles and relevant directives, covering criteria such as the evaluation of the workplace trainer/supervisor, the applied education file, and the interview/jury grade of the relevant department/program board.Bölüm/Program Başkanı
Programme Director
Öğr.Gör. Elif TAMAY DURMAZHead Of Department
Öğr.Gör. Elif TAMAY DURMAZÖğrenme Durumları
Öğrenme durumları öğrencilerin yaratıcı, eleştirel, yansıtıcı düşünme becerilerini mantıksal, matematiksel düşünme becerileri gibi üst düzey düşünme becerilerini geliştirmeyi hedefler. Bunun yanında öğrencilerin meta-bilişsel becerilerini geliştirmeyi hedefler. Öğrenme durumları öğrenme stratejileri, yöntemleri, tekniklerinin yanında kullanılan araç gereçler ile ölçme değerlendirme yöntemlerini kapsamaktadır. Programlarda kullanılan öğrenme durumları aşağıdaki listede verilmiştir:
Öğrenme Durumları * | Başlıca öğrenme faaliyetleri | Kullanılan Araçlar |
|---|---|---|
Question–Answer Technique | Asking questions, critically evaluating responses, generating questions and answers, providing critique, analyzing and assessing creative responses, asking structured questions and producing answers, and asking closed-ended questions and generating responses. | Course textbooks, recommended readings, worksheets, question banks, and multimedia tools (text, images, graphics, drawings, audio, video, cartoons, and animations) are utilized. |
Multiple Choice Exam | ||
Case Studies | ||
Discussion Method | Listening, speaking, questioning, generating responses, developing opinions and inquiry, examining and researching viewpoints, producing critical thinking, and fostering creative thinking. | tandard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video, and animations), computers, projectors, online environments, conference halls, and workshops are utilized. |
Lecture Method | Listening and speaking activities are emphasized, and techniques such as direct instruction, conferences, seminars, speeches, statements, and briefings are applied. | |
Computer and Internet-Supported Instruction | Computer and internet-supported instruction involves the integration of online learning platforms, e-books and digital content, webinars and live classes, applications and simulations, digital game-based learning, adaptive learning systems, virtual and augmented reality applications, social media and interactive platforms, data analysis and monitoring tools, and artificial intelligence technologies into the educational process. These tools provide interactive and technology-enhanced learning environments aimed at developing students’ communication, collaboration, analytical and critical thinking, problem-solving, decision-making, and creative thinking skills. They also enable instructors to share course materials, monitor student performance, and manage learning processes more effectively. | |
Written Examination | written exams are used to assess creative, critical, and reflective thinking. In addition, multiple-choice and short-answer exams (including fill-in-the-blank, matching, true/false, and similar formats) are conducted to evaluate cognitive skills such as knowledge, comprehension, application, and analysis. | Written exam papers, multiple-choice tests, short-answer tests, mixed-format tests, and answer keys are utilized. |
Ders - Program Yeterlilikleri İlişkileri
| Ders | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ACOUSTICS AND FIRE SAFETY | 3 | 5 | 4 | 5 | 3 | 4 | 0 | 1 | 3 | 4 | 5 | 5 | 4 | 4 | 3 |
| AESTHETICS | 4 | 2 | 1 | 0 | 1 | 1 | 1 | 1 | 3 | 1 | 0 | 3 | 2 | 3 | 5 |
| ARCHITECTURAL PHOTOGRAPHY | 4 | 3 | 0 | 0 | 1 | 0 | 5 | 0 | 4 | 5 | 3 | 5 | 0 | 5 | 3 |
| ARCHITECTURAL PROJECT DESIGN AND SURVEY | 2 | 5 | 0 | 5 | 0 | 1 | 1 | 1 | 0 | 4 | 0 | 1 | 3 | 0 | 3 |
| ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 |
| ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION II | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 |
| BASIC DEISGN TRAINING I | 2 | 4 | 5 | 0 | 2 | 2 | 0 | 4 | 1 | 2 | 5 | 4 | 4 | 5 | 5 |
| BASIC DESIGN EDUCATION II | 5 | 5 | 5 | 1 | 4 | 3 | 2 | 2 | 2 | 1 | 4 | 3 | 4 | 4 | 2 |
| BASIC MATHEMATICS | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 |
| CONSERVATION AND RESTORATION | 3 | 5 | 3 | 4 | 4 | 5 | 2 | 3 | 3 | 4 | 5 | 3 | 2 | 5 | 3 |
| CONTEMPORARY SPACE AND FURNITURE | 5 | 5 | 5 | 0 | 3 | 4 | 0 | 5 | 2 | 3 | 4 | 5 | 5 | 4 | 4 |
| CORPORATIONAL DESIGN | 4 | 5 | 5 | 3 | 5 | 5 | 3 | 5 | 2 | 3 | 5 | 5 | 4 | 5 | 5 |
| CULTURE AND SPACE | 3 | 2 | 1 | 1 | 2 | 3 | 0 | 2 | 5 | 2 | 2 | 0 | 0 | 0 | 5 |
| DESIGN OF FICTIONAL SPACE | 4 | 5 | 5 | 3 | 5 | 5 | 3 | 5 | 2 | 3 | 5 | 5 | 4 | 5 | 5 |
| DETAIL SOLUTIONS AND APPLICATION | 4 | 5 | 2 | 5 | 1 | 4 | 5 | 5 | 2 | 4 | 1 | 4 | 5 | 5 | 2 |
| DIGITAL DESIGN TOOLS I | 5 | 5 | 2 | 0 | 4 | 1 | 5 | 0 | 0 | 2 | 4 | 3 | 5 | 5 | 0 |
| DIGITAL DESIGN TOOLS II | 5 | 5 | 3 | 0 | 4 | 1 | 5 | 0 | 0 | 3 | 4 | 3 | 5 | 5 | 0 |
| ENGLISH I | 2 | 0 | 0 | 1 | 1 | 0 | 3 | 0 | 2 | 1 | 3 | 3 | 1 | 2 | 4 |
| ENGLISH II | 3 | 0 | 0 | 2 | 2 | 0 | 3 | 0 | 2 | 1 | 3 | 4 | 2 | 2 | 5 |
| ENVIRONMENTAL PSYCHOLOGY | 5 | 3 | 2 | 0 | 1 | 2 | 0 | 1 | 3 | 4 | 4 | 2 | 1 | 0 | 1 |
| ENVIRONMENTAL SYSTEMS AND COMFORT | 5 | 5 | 0 | 3 | 3 | 3 | 0 | 1 | 0 | 3 | 5 | 4 | 3 | 0 | 3 |
| ERGONOMICS AND HUMAN IN DESIGN | 3 | 4 | 2 | 2 | 5 | 4 | 0 | 5 | 3 | 4 | 4 | 4 | 3 | 0 | 1 |
| FLEXIBILITY IN DESIGN | 3 | 5 | 5 | 0 | 5 | 5 | 0 | 5 | 3 | 4 | 3 | 3 | 5 | 5 | 5 |
| FREE-HAND ARCHITECTURAL DRAWING | 2 | 3 | 3 | 0 | 3 | 1 | 2 | 1 | 0 | 1 | 0 | 0 | 1 | 5 | 1 |
| FURNITURE DESIGN I | 4 | 5 | 5 | 0 | 5 | 5 | 2 | 5 | 2 | 3 | 3 | 5 | 5 | 5 | 5 |
| FURNITURE DESIGN II | 4 | 5 | 5 | 0 | 5 | 5 | 2 | 5 | 2 | 3 | 3 | 5 | 5 | 5 | 5 |
| HISTORY OF ART AND ARCHITECTURE I | 2 | 2 | 1 | 1 | 1 | 2 | 0 | 1 | 5 | 3 | 1 | 0 | 0 | 0 | 5 |
| HISTORY OF ART AND ARCHITECTURE II | 2 | 2 | 1 | 0 | 1 | 2 | 0 | 1 | 5 | 2 | 1 | 4 | 0 | 0 | 5 |
| HISTORY OF FURNITURE | 3 | 3 | 2 | 0 | 4 | 5 | 0 | 4 | 1 | 1 | 2 | 3 | 4 | 2 | 3 |
| INFORMATION TECHNOLOGIES AND TOOLS | 5 | 3 | 0 | 2 | 2 | 0 | 5 | 0 | 2 | 4 | 4 | 4 | 2 | 5 | 4 |
| INTERIOR DESIGN I | 5 | 5 | 5 | 1 | 4 | 4 | 2 | 3 | 2 | 2 | 3 | 3 | 4 | 4 | 2 |
| INTERIOR DESIGN II | 5 | 5 | 5 | 1 | 4 | 3 | 3 | 3 | 2 | 4 | 3 | 3 | 1 | 4 | 2 |
| INTERIOR EXHIBITION METHODS | 2 | 5 | 5 | 1 | 5 | 5 | 0 | 5 | 4 | 5 | 4 | 4 | 5 | 5 | 5 |
| INTERIOR LIGHTING | 4 | 5 | 5 | 1 | 5 | 5 | 1 | 4 | 3 | 4 | 3 | 5 | 3 | 5 | 5 |
| INTRODUCTION TO INTERIOR DESIGN AND ETHICS | 4 | 5 | 5 | 2 | 5 | 5 | 0 | 5 | 3 | 5 | 3 | 3 | 5 | 4 | 5 |
| MATERIAL AND CONSTRUCTION INFORMATION I | 5 | 5 | 4 | 4 | 3 | 4 | 3 | 0 | 2 | 5 | 4 | 5 | 5 | 0 | 4 |
| MATERIAL AND CONSTRUCTION INFORMATION II | 5 | 5 | 4 | 4 | 3 | 4 | 3 | 0 | 2 | 5 | 4 | 5 | 5 | 0 | 4 |
| MATERIAL AND STRUCTURE II | 5 | 5 | 4 | 4 | 3 | 4 | 3 | 0 | 2 | 5 | 4 | 5 | 5 | 0 | 4 |
| MATHEMATICS | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 |
| MODEL MAKING | 4 | 3 | 3 | 0 | 2 | 1 | 2 | 1 | 0 | 3 | 0 | 0 | 3 | 5 | 1 |
| OCCUPATIONAL HEALTH AND SAFETY | 0 | 0 | 0 | 2 | 0 | 1 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 |
| PORTFOLIO DESIGN | 2 | 3 | 2 | 0 | 1 | 2 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 0 |
| PROJECT MANAGEMENT | 4 | 5 | 2 | 5 | 2 | 2 | 4 | 1 | 5 | 5 | 5 | 5 | 3 | 2 | 5 |
| RESTRICTED SPACE DESIGN | 5 | 4 | 3 | 2 | 4 | 5 | 1 | 5 | 1 | 1 | 0 | 5 | 5 | 2 | 1 |
| SUMMER PRACTICE | 3 | 5 | 5 | 5 | 5 | 5 | 3 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| SUSTAINABLE DESIGN | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 3 | 3 | 4 | 5 | 4 | 5 | 5 |
| TECHNICAL DRAWING I | 2 | 4 | 0 | 0 | 1 | 1 | 0 | 2 | 2 | 2 | 3 | 4 | 1 | 5 | 5 |
| TECHNICAL DRAWING II | 2 | 4 | 0 | 0 | 1 | 1 | 0 | 2 | 2 | 2 | 3 | 4 | 1 | 5 | 5 |
| TURKISH LANGUAGE I | 4 | 2 | 3 | 3 | 0 | 1 | 0 | 3 | 3 | 3 | 2 | 2 | 2 | 4 | 5 |
| TURKISH LANGUAGE II | 3 | 2 | 0 | 4 | 3 | 0 | 2 | 0 | 2 | 3 | 2 | 1 | 2 | 3 | 5 |
| UNIVERSAL DESIGN PRINCIPLES | 4 | 5 | 5 | 2 | 5 | 5 | 0 | 3 | 2 | 2 | 4 | 3 | 4 | 5 | 5 |
| URBAN SPACE | 3 | 2 | 2 | 4 | 3 | 5 | 1 | 3 | 3 | 4 | 5 | 4 | 1 | 5 | 5 |
| VISUAL EXPRESSION | 4 | 5 | 4 | 0 | 4 | 0 | 5 | 0 | 0 | 1 | 4 | 0 | 5 | 5 | 1 |
| VISUALIZATION OF INTERIOR DESIGN | 2 | 3 | 1 | 0 | 2 | 2 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 2 |
| WET AREA DESIGN | 4 | 5 | 3 | 1 | 3 | 5 | 1 | 5 | 1 | 1 | 0 | 4 | 5 | 3 | 1 |
| İlişkili Ders Sayısı / 55/64 | 187 | 202 | 142 | 92 | 150 | 148 | 93 | 117 | 126 | 145 | 148 | 165 | 153 | 175 | 174 |