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Integrated Design Process in Architectural Education: The Construction

Project Studio Experience

Conference Paper · July 2016

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 INTEGRATED DESIGN PROCESS
IN ARCHITECTURAL EDUCATION: THE CONSTRUCTION
PROJECT STUDIO EXPERIENCE
Altun, M.C.1 and Türkay, I.1

1Istanbul Technical University, Department of Architecture, Istanbul, Turkey

ABSTRACT: While the design act constantly approaches a final solution,

technology introduces a vast amount of design possibilities. Therefore, it
requires a multi-disciplinary design team, transfer of information and ideas
between team members, and development of the design project through
integration of design ideas and design principles of each expertise area into the
design activity. Key role is the leading architect’s since it must be ensured that
complex interactions between different areas of expertise are handled and
appropriate choices are made while sub-systems are developed into a whole.
Despite the fact that design synthesis and technological accommodation are so
interwoven in the construction industry, in architectural education, the most
cited problem is the gap between design studios and the so-called service
courses, e.g., building construction, environmental design and structures.
Although most design studios in architectural education distinguish between
them, in fact, the solution is simple and well-known: an integrated design
process in architectural education. The focus of this paper is on the
“Construction Project” studio, held in the seventh semester at ITU, Department
of Architecture, Turkey. The professional architecture office environment is
simulated in this studio and each student is expected to design a “well-
integrated” building. The studio structure orients students in retrieving
knowledge, using the retrieved knowledge in decision making, and developing
design by integrating different solutions appropriately. Meanwhile, experts with
different disciplinary backgrounds are engaged with the projects, so that the
students experience the team work with the role of leading architect. The design
progressions are tracked and reported. Analysis of the design activities and the
projects as the final output along with the feedback from the experts, allows a
design framework to be described regarding both integration of the sub-systems
and the iterative nature of design. Finally, the systematic process of the studio
is presented and supported with results of a survey.

Keywords–integrated design, architectural education, design process, design

activity, construction project

1. INTRODUCTION

Building is a system consisting of spaces and several sub-systems such as the

structural system, service systems and building element systems. Although this
definition seems very straightforward, it portrays a quite complicated and
creative design act. The architect develops a building concept and built
environments according to her/his architectural intent and design goals. During
reaching a design solution the architect mostly generates several design
candidates. Whatever approach the architect uses, the final design solution
involves considerable thought, research and re-design. Even though mostly
there are no sharp boundaries, in the early stages of design the architect is
mainly engaged with form-giving and spatial organization; but the constructional
design, which covers all sub-systems and construction methods, is left for latter
phases in a fragmented series. This fragmented approach hinders adequate
performance of the building as a whole, since separate and disjointedly
designed parts (sub-systems) of a building do not interact with each other
properly. A mostly cited solution for improved performances and a successful
building is the “integrated design concept”, which stands directly opposite to the
fragmented design.

There are different approaches to integration in architecture. For example,

Bachman illustrates “integration” by a push-pull dynamic, in which technology
constantly pushes design possibilities expansively while design continuously
pulls them inward toward a final solution (Bachman, 2003). Deutsch defines
“integrated design” as a collaborative method, which emphasizes the
development of holistic design and involvement of all stakeholders from the
earliest stages. All stakeholders have input in decision-making and that will lead
to a completed project (Deutsch, 2011). Emmitt and Ruikar indicate that the
integrated design, supply and production processes are facilitated by
cooperative interdisciplinary working arrangements and by integrated teams
encompassing skills, knowledge and experiences of a wide range of specialists
(Emmitt and Ruikar, 2013).Moe characterizes “integrated design” as an activity
of incorporating energy, site, and climatic, formal, constructional, programmatic,
regulatory, economic, and social aspects into a design project as primary
parameters (Moe, 2007). On the other hand, Keeler and Burke are describing
“integrated building design” simply as the practice of designing sustainably
(Keeler and Burke, 2009).

In integrated design concept each sub-system is integrated with each other,

therefore, it necessitates systems thinking in all stages of design and
construction, including conception, delivery, and use phases, that is to result in
several re-design periods. During those re-design periods, each designed
element is revised and integrated into the whole step-by-step like a knitting. On
the other hand, managing all these aspects requires more in-depth knowledge
and longer spans of time. Thus, it is necessary to implement division of work at
the office, where designers with different expertise areas perform specific tasks
and create an interdisciplinary working environment. This environment is
created by the leading architect. Structural engineer, mechanical engineer,
electrical engineer, experts in acoustical systems, day-lighting and energy
efficiency are needed to collaborate and sustain a simultaneous and continuous
input flow. Meanwhile, the architect has to design spaces and building element
systems in consistency with the overall performance concept which is adopted
also in design of structural and service systems.

In architectural education students barely design a well-integrated building

mostly because of the segregation of the design studio and the technical
service courses. Most architectural design studios stay at conception and initial
design stage. Eventually, students graduating with this formation hardly adapts
to the office working routine and have difficulties while working with other
actors, since they have not gained the ability of constructional design and have
not experienced collaborative design before.

The importance of including “integrated design” in curricula of architectural

schools is indicated by several authors for paving the way for an effective
collaborative approach in professional practice (Deutsch, 2011; Hitchcock-
Becker, 2011; Kacmar, 2009; Keeler and Burke, 2009; Lovell, 2010; Snyder et
al, 2009). Furthermore, The U.S. National Architectural Accrediting Board
indicates that an accredited degree program must demonstrate that each
graduate possesses skills in the following area: Ability to demonstrate the skills
associated with making integrated decisions across multiple systems and
variables in the completion of a design project, including problem identification,
setting evaluative criteria, analyzing solutions, and predicting the effectiveness
of implementation (NAAB, 2014).

In this paper a trial to establish a framework of a “technical design studio” for

integrated design in architectural education is introduced and its implementation
in a one-semester studio is presented. For this reason, the seventh-semester -
“Construction Project” studio at Istanbul Technical University (ITU), Department
of Architecture is programmed to teach students knitting the design abilities and
technological knowledge in one project.

2. FRAMEWORK OF A “TECHNICAL DESIGN STUDIO” FOR INTEGRATED

DESIGN

A literature review is carried out while developing the theoretical framework of a

“technical design studio” for integrated design. In literature, different approaches
are reported that include “integrated design” in curricula of architectural schools.
In this context, Kacmar investigates integration strategies of technical topics into
the design studio at architectural schools in the US and presents a great variety
of approaches characterized by each school’s and faculty’s identity. Technology
faculty having design studio, teaching technology concurrently within a studio by
two faculties with different backgrounds or using technology related software in
the design studio, are just a few to mention (Kacmar, 2009). Also, Nichols and
Holliday address in their paper the response to the curriculum consolidation
regarding the newly offered “integrated design and technology” courses at the
School of Architecture at Texas A&M University (Nichols and Holliday, 2011).
Hitchcock-Becker examines the disconnection, which exists for most students
between formal and systems design, and makes suggestions for a
comprehensive curriculum that employs goal-oriented learning methods and full
integration of technical courses with design studios at the School of Architecture
at Kent State University (Hitchcock-Becker, 2011).

Mimicking the real world at different levels is another approach in integrating

technical topics with the design studio. For example; Keeler and Burke describe
the studio environment for “integrated building design” as mimicking the reality
of professional practice, (Keeler and Burke, 2009). Snyder, Dicker and Tushaus
present the "IP/BIM Studio" experience, seeking to blur interdisciplinary
boundaries with stressing innovation and invention in design by drawing ideas
and expertise from a wide array of collaborators such as architectural
professionals, engineers, contractors, software specialists in the design studio
(Snyder, et al., 2009). Also Nichols and Holliday report a successful integrated
design and technology studio, in which an atmosphere of a design office is
created (Nichols and Holliday, 2011).

The U.S. National Architectural Accrediting Board (NAAB) emphasizes the

importance of the integrated design in education and indicates methods of
implementation. According to NAAB, graduates of NAAB-accredited programs
must be able to demonstrate that they have the ability to synthesize a wide
range of variables into an integrated design solution with learning aspirations
including (NAAB, 2014):
  Comprehending the importance of research pursuits to inform the design
process
 Evaluating options and reconciling the implications of design decisions
across systems and scales
 Synthesizing variables from diverse and complex systems into an
integrated architectural solution
 Responding to environmental stewardship goals across multiple systems
for an integrated solution

In this context, works of Rush (Rush, 1986) and Bachman (Bachman, 2003)
related to integrated design are also investigated and analysed.

For a successful integrated design, the leading role of the architect among other
stakeholders participating in the process, is highlighted by Emmitt, describing
the architect as an orchestra conductor (Emmitt and Ruikar, 2013) or by
Deutsch, giving the architect his role as a master-builder (Deutsch, 2011).

Those different approaches are analysed and outcomes are melted in a pot to
suit them for a one-semester studio in the last period of undergraduate
architectural education. In this context, it is revealed that a “Technical Design
Studio” for Integrated Design should have following features:

 The studio is mimicking the reality of professional practice.

 The architectural students are the focal point of the studio to be taught in
the role of orchestra conductor and master-builder in order to be the
leader of the integrated design process.
 In the studio, students are interacting and cooperating with all
stakeholders, like clients, partners, architects, engineers, consultants.
 All stakeholders, taking part in the process, are design experts with the
required level of knowledge on building systems and their integration to
each other.
 All stages of building design covering, planning, concept design, design
development, technical design, and detailed design are included in the
integration process.
 The body of current regulation is integrated into design.
 Technological knowledge is integrated into design.
 The process is covering technical integration of building systems, visual
integration of building systems and integration of performances.
 Sustainability is integrated into design.

3. THE “CONSTRUCTION PROJECT” STUDIO EXPERIENCE

The undergraduate program of the department of architecture at Istanbul

Technical University (ITU) comprises eight semesters. An Architectural Design
Studio at each semester is accompanied by service courses in technology,
design, architectural history, restoration, and urban planning. In addition to the
Architectural Design Studios, there are also the “Architectural Survey and
Restoration Studio” in the sixth semester and the “Construction Project” Studio
in the seventh semester. The main objective of the Construction Project Studio
is to provide the ability of finding architectural solutions in consideration of
technical, aesthetic, and legislative factors. Found solutions in the process of
design and/or development of sub-systems are enhanced in accordance with
building function and the integration of those sub-systems.

The afore-mentioned framework of a “technical design studio” for integrated

design is adapted to one of the “Construction Project” studios in the 2015/16 fall
semester. The core team of the studio consisted of six seventh-semester
students and two studio instructors with technology background. Five experts
on technology and two architects from professional practice joined the team at
different stages of the design work. Three of the students worked on
“architectural office” projects and the other three on “boutique hotel” projects on
sites in the city of Istanbul. Mimicking the reality of professional practice was
designated as a tool of integration, consequently, the Construction Project
studio was matched up with the professional architectural office. Students were
encouraged to establish a fictive “architectural office” taking the role and
responsibilities of a senior partner. In this context cast and concepts are given
in Table 1.
architectural office environment studio setup
leading architect student
client (in boutique hotel projects) studio instructors
partner (in architectural office projects) studio instructors
stakeholders / actors

local authority studio instructors

experienced architects in the design team studio instructors
two senior architects from professional
practice
experts on technology structural engineer
expert on fire protection
expert on thermal performance, energy
efficiency and mechanical systems
expert on acoustics
expert on day-lighting and artificial
lighting
interdisciplinary working environment periodical meetings with designers from
terms/concepts

and collaboration different expertise areas and consultancy

a defined project delivery period submission date;

and program one semester
division of work / team work consultancy and using experts’ feedback
to develop design projects
Table1. Construction Project studio matched up with the professional architectural
office.

In this regard, as in professional practice, students communicated periodically

with designers and experts from different disciplinary backgrounds. They got
consultancy about structural system, building physics and service systems
through this communication. Using feedbacks taken from experts, they
integrated technological features into their design and developed their projects
unremittingly. Due to the wide array of technological knowledge, students got a
chance to push the boundaries of building design and achieved both
constructible and unique projects in character.

Students were oriented to develop their design works consistent with design
goals to a final state. The studio instructors played mainly the role of the “client”
in boutique hotel projects and the role of the “partner” in architectural office
projects. They sometimes became also a “general consultant”. In this way,
students in the “leading architect” role and the instructors were in a convenient
communication which is based on client’s demands and architect’s ability to
convince the client to realize his/her own architectural intent. This interacting
and orienting design process can be explained in three interwoven phases:
1. preliminary design
2. systems’ design
3. detailed design

3.1 Preliminary Design

In preliminary design phase, students were given a design brief and expected to
develop the design brief with their architectural intentions that is to write an
architectural program and a scenario for users. Eventually, they came up with
detailed and distinctive architectural programs, in which space types, sizes and
numbers are defined and organization schemes are illustrated. In the meantime,
students conducted the analysis of given sites and the environment. They also
studied codes and standards, hence, put forth the limitations and narrow down
the project scope into a more definite state. Analysis findings were used to
develop the form of the building, its orientation on site, and spatial organization
within the building. Students conveyed their ideas to the “client” or “general
consultant” through prepared architectural programs, drawings and 3d models
of the building along with its environment, and graphical illustrations of
organizational schemes. Students and the instructors discussed the preliminary
project twice a week, so that the project evolved iteratively into a satisfactory
state both for the “architect” and the “client” (Figure 1).

design architectural codes and site and preliminary

+ + + 
brief intentions standards environment design
Figure 1. Applied framework of preliminary design.

3.2 Systems' Design

A building should meet certain comfort conditions, which external environmental

conditions and user requirements are translated into. Therefore, preliminary
design outputs of environment and site analysis, and design brief gain
importance in systems’ design. Since comfort conditions can only be provided
with design of single building sub-systems, comfort conditions are turned into
specific performance requirements of building sub-systems (Figure 2).

external environmental conditions + user comfort performance

 
requirements conditions requirements
Figure 2. Defining performance requirements in systems’ design.

Additionally, for a building to be constructed, its sub-systems must be designed

in a constructible way and they must show integrity. In the Construction Project
studio, experts in different areas of technology were invited to criticize students’
projects and to give further advice as a simulation of interdisciplinary working
environment in real-world. In this way, students experienced collaborative
design in architectural education.

While developing the project, students used analysis findings of codes and
standards as an input and they gathered basic information about structural
systems, service systems, energy efficiency, and thermal/visual/acoustical
comfort by refreshing the knowledge provided from technology courses in
previous semesters and also attended some lectures given by experts on
technology. With this accumulated knowledge, students developed their
preliminary projects further and re-designed it for a number of times, also
strived for concretizing performance concepts while organizing spaces.
Eventually, they prepared separate presentation drawings and illustrations for
each expertise area by bringing the particular features of the project into the
forefront, and met with the design experts. These experts gave consultancy on
structural systems, fire protection, thermal performance and mechanical
systems, acoustics and lighting. Students then needed to analyse feedbacks to
incorporate them into their projects. Although some of the advices were easy to
integrate, some of them were opposing with each other because of the very
nature of design. Students had to solve these problems by optimizing the
design alternatives and integrated them into the projects. This integration
process, again, resulted in multiple re-designing sub-processes (Figure 3).

codes and gathering information and further developing/re-

preliminary
+ standards + attending some lectures on  designing preliminary
project
analysis technology projects

consultancy, optimizing and

feedback further developing/re-
 meeting with   integrating design 
analysis designing projects
design experts solutions
Figure 3. Applied framework of systems’ design.

3.3 Detailed Design

Apart from structural system and service systems, design of building element
systems is under sole responsibility of the architect. The architect designs
typical area details of external wall systems, floor systems, roof systems,
internal subdivision systems, stairs, and wall openings, that is, the materials and
order of layers and components to be assembled are specified by the architect.
Then the coupling details are designed where building elements intersect with
each other. Both typical area detail design and coupling detail design require
integration of materials physically and integration of building technology
knowledge cognitively. Therefore, information on various issues should be
retrieved, such as: material properties, materials’ behaviour when they come
together, and building physics. However, detail design, finds again, a little space
in architectural education.

In the “Construction Project” studio details were designed consistent with the
decisions made during preliminary design and systems’ design stages (Figure
4). In detail design of building element systems, comfort conditions are turned
into performance requirements. For functional integrity of the building,
performance requirements are met by details. However, a perfect design of a
typical area detail is not enough for a “successful” building. The coupling details,
where different building elements intersect, must be well designed too, that is to
say, other than physical integration of layers, performance continuity must be
provided. In addition, both in typical area detail design and coupling detail
design, appearance is important. While it is handled by aesthetic choices of
finishing layers in typical area detail design, in coupling details there is almost
always an additional component. In order to implement that additional
component, some complementary components may be required for
constructability (Figure 5). This sub-process defines a laborious design, in
which the visual integration of details and sub-systems gain importance.
Overall, the role of architectural details in building’s functionality and visual
character cannot be neglected, since details are in a close whole-part
relationship with the building.

building’s tectonic character building’s visual character building performance


choosing material and choosing building
choosing building element’s
construction type of building element’s finishing
protective layers
element’s core materials
Figure 4. Building element design framework consistent with the preliminary design.

visual character of the

constructability and materials science and
building and materials
construction techniques building physics
knowledge



integration of materials, integration of materials,
choosing finishing layers
layers and components layers and components



“physical integration” “functional integration” “visual integration”
typical area detail typical area detail typical area detail
and coupling detail and coupling detail and coupling detail
Figure 5. Physical, functional and visual integration in detailed design.

4. OUTCOMES OF THE “CONSTRUCTION PROJECT” STUDIO

The holistic integrated design process necessitates systems thinking starting

from building level, and continuing with building sub-systems level, building
element level, and detail level. In all design stages knowledge of building
physics, materials science and construction techniques must be existent in
order to integrate design intents and user requirements appropriately into the
building. One of the “boutique-hotel” projects submitted at the end of the
semester exemplifies the physical, functional and visual integrations well
(Figures 6, 7). In this project, movable hotel rooms were envisaged resulting in
a dynamic façade. The structural system design was the most forcing stage of
the project development. While the structural system has to be designed strong
enough in consideration of moving loads, the comfort conditions in the rooms
had a risk of a decrease because that the structural system did not allow great
structural spans as it was intended to be. This contradictory condition was
solved by a compact room design, which took a very long time to accommodate
all user requirements in a rather small space. On the other hand, it was
criticized that the rooms were too heavy to be moveable. This problem was
solved by choosing “light” materials, although especially energy-efficiency may
have been handicapped because of these materials. For instance, the formerly
proposed thermally insulated glazing unit had to be replaced with PMMA and
the coupling details, where opaque and transparent parts of the external wall
intersect, had to be designed carefully by taking performance continuity into
account.
Since the rooms were movable, they were designed as “capsules” independent
from the building, although their physical integrations with the building and
stability were provided. They had their own structural systems; a “wood diagrid”,
and sat and moved like books in shelves. Therefore, this condition automatically
led into visibility of the building’s structural system. In this regard, for a better
visual integration, it was also decided to leave mechanical system components
visible inside and outside of the building. But the necessity of placing lighting
and fire control equipment contradicted to this visual intent especially at the
corridors.

Figure 6. “Boutique-hotel” room-corridor system section of one of the construction

projects worked at 1:20 scale (Student: Tamar Gürciyan).

Figure 7. Partial system section and elevation of the boutique-hotel project (Student:
Tamar Gürciyan).

Needless to state, the project did not evolve into its final state at once. A great
amount of architectural knowledge was retrieved and with the help of design
experts it was integrated with the design intentions. The design process
advanced with several step-backs, but eventually, a well-integrated construction
project was the out-come.

5. EVALUATION OF THE “CONSTRUCTION PROJECT STUDIO”

The integration process in the “Construction Project Studio” is evaluated

through two different perspectives. The standpoint of students is revealed
through a questionnaire. The questionnaire comprises both “open-” and “closed-
ended” questions for collecting data on the influence of demands, regulatory
framework, collaboration with experts, and the implementation of the integration
process. All six students were respondents of the questionnaire. The integration
process is also evaluated from the studio instructors’ point of view. The results
of the conducted questionnaire and observations of the studio instructors are
analysed and outcomes are summarized under five topics, influencing the
design process and integrated design solution:

 Influence of demands of clients/partners:

Clients/partners influenced design processes in all stages. Architectural
programs of buildings were developed on the design brief given by clients. For
this reason, it is indicated that spatial organizations are highly affected by
clients’ demands. Their influence on the character and form of the buildings is
stated to be above average. Still, it is said that students developed their projects
according to their own architectural intentions. Parallel to the effects on visual
character, performance and energy efficiency concepts of the buildings are not
implemented without clients’/partners’ approval, therefore, it is reported that
design and integration of sub-systems are highly affected by clients/partners.

 Influence of regulatory framework:

It is indicated that integration of Turkish Earthquake Resistant Design Code,
Turkey's Regulation on Fire Protection and other local regulations, into design
had great influence on building form, spatial organization and façade character.
Turkey's Regulation on Fire Protection is stated to be also affecting material
selection of “inner” layers of building elements, whereas Turkish standard TS
825 “Thermal insulation requirements for buildings” is only influential on invisible
issues such as layer composition and materials’ selection of these layers. On
the other hand, “Building energy performance standard” and “Regulation on
sound control” are said to be affecting both visible and invisible issues in
building design.

 Effects of collaboration with design experts/consultants:

Students stated that the consultants’ feedbacks, except of the structural
engineer’s comments, affect form and character of the buildings at intermediate
level or less. In contrast, decisions on structural systems and maximum spans
have a great impact on building form and character. Additionally, floor and
building height are affected considerably not only by the structural system but
also by the integration of the mechanical system. On the other hand, according
to student statements there are almost no changes in spatial organizations after
meetings with consultants. Only one student remarked that reorganizations
were done in regard with acoustical problems and lighting issues. Envelope
design is one of the most affected components of the projects by inputs of
experts/consultants. Building elements are changed in their layers considering
the acoustical and thermal effects. Wall openings’ sizes are revised according
to required lighting levels and solar control elements are re-designed according
to feedbacks on energy efficiency. Increase in buildings’ overall performance is
reported as a result of constant changes in envelope design. Moreover,
feedbacks on mechanical systems and climatization have a great impact on
buildings’ performance. Another important claim is that, as long as the re-design
process continues due to consultant comments, details are needed to be
revised as well.

 Physical, functional and visual integration of sub-systems: wet areas,

envelope, room-corridor/office spaces-circulation:
Wet areas: Mechanical systems are found to be in priority in visual integration,
their components’ physical integrations must be done in an aesthetic manner. If
mechanical system components are left exposed and this condition is found to
be visually too complicated, generally the problem is solved by adding a
suspended ceiling to hide the most components. Second complicated visual
integration is of structural system. It becomes a design problem on the façade
elevation when plug-in wet area modules are physically integrated. Spatial
design of wet areas and dimensioning of structural system components are
done several times, alternatives are generated, and eventually most visual
appealing alternative solution is chosen. Fire protection measures are also
found to be more of a visual integration subject rather than of functional
integration. Wet areas’ sprinkler systems are functionally integrated with the
building without a problem, however, their visual integration on the ceiling next
to lighting fixtures and mechanical/electrical system components is a time-
consuming task for the students. Acoustical comfort, on the other hand, is more
of a functional integration subject, because acoustical problems are solved in
layer compositions of building elements. Energy efficiency becomes an
integration issue in some occasions. Lighting fixtures and water management
systems, e.g.: grey water, are not only a functional design problem, but also
need to be implemented at right places and be integrated visually.
The envelope: Prioritized visual and functional integrations in envelope design
occur in structural systems, day-lighting and energy efficiency concepts. Load
transfer between envelope and structural system is the first and a functional
requirement for their physical integrations. Second, decision on visibility of
structural system components plays role on connection techniques and
materials. In establishing day-lighting systems for functional integration of
energy-efficiency concepts, form and locations of wall openings play the primary
role in visual character of the façade. Also the transparency rates of wall
openings affect the appearance of the building considerably. Furthermore,
application of different finishing layers leads to differentiated layer compositions
and performances. While adjusting the layer compositions, it is necessary to
pay regard to acoustical and fire performances of the envelope. Mechanical
systems are in none of the projects physically integrated with the envelope,
therefore, visual and functional integrations of mechanical system components
to the envelope are not in question.
Room – corridor / office space – circulation area: Structural and mechanical
systems are prior to visual and functional integrations in those adjacent spaces.
Particularly, in spaces, where structural and mechanical system components
are decided to leave exposed, locating those components and creating a
balanced appearance are the most controversial visual integration issues.
Furthermore, this integration generally affects the floor height and influences the
perception of spaces. Second, integrating functional measures related with
acoustics and fire protection has an impact on visual character of spaces, since
relevant problems are mostly solved by selecting appropriate materials. For
instance, covering steel structural columns with an inflammable material
changes the whole character of space. Deciding on colour or texture of a
resilient finishing layer serves both for functional and visual integration of
acoustical performance. Day-lighting is stated to be the least effective
integration in those spaces. However, wall openings’ locations and dimensions
are designed according to space requirements and finishing layer materials and
colours of internal building elements are chosen consistent with day-lighting
concepts.

 Developing the design and reaching the integrated final solution:

In the preliminary design phase students give shape to building masses based
on site analysis, interactions between functions and functional areas. They
implement the limitations deduced from codes and standards. However, it is
stated that integration of structural and mechanical systems in latter design
stages change the floor height and, eventually, the building height as a
contradictory condition to regulatory rules. It is said by all students that the final
design solution is reached at the end of many revision and re-design sub-
processes, in which optimizations are done during integrating all sub-systems.

6. CONCLUSION AND DISCUSSION

In consideration of the importance of the “integrated design concept” in

architectural education a framework of a “technical design studio” for integrated
design is developed. Mimicking the reality of professional practice with students
interacting and cooperating with almost all stakeholders of the construction
process and putting the students into the focal point to be taught in the role of a
master-builder are the main features of the proposed “Technical Design Studio”.
The framework for integrated design is adapted to one of the “Construction
Project” studios at ITU, Department of Architecture. Throughout the semester
six seventh-semester students worked on “boutique hotel” or “architectural
office” projects together with two studio instructors, five experts on technology
and two senior architects from professional practice, playing roles of different
stakeholders. The process covered almost all design phases, starting with
preparations and concept design, finishing with the detailed design. In
collaboration with the instructors and experts, students integrated current
regulation and technological knowledge into design. The process included
functional, physical and visual integration of building systems.

In evaluating the integration process the standpoint of students is revealed

through a questionnaire. The results of the conducted questionnaire and
observations of the studio instructors are analysed and outcomes are
summarized as follows:

 Not only spatial organization, character, and form of the building, but also
the integration of sub-systems are highly influenced by demands of
clients/partners, which is a role played by the studio instructors.
  Collaboration with design experts/consultants was influential on envelope
design and detailing, but had less influence on building form and spatial
organization.
 The integration of regulatory framework into design had a great influence
on building form, spatial organization, and façade character, but had less
influence on material selection and detailing.
 Functional and visual integration were of priority particularly in structural
systems in all spaces, whereas day-lighting had almost no influence on
room-corridor / office spaces-circulation design. Mechanical systems
were not even physically integrated into the envelope, and energy
efficiency became the least important concept to integrate especially in
wet areas.
 The final design solution was reached at the end of many revisions and
loops of re-design sub-processes, in which optimizations were done
during integrating all sub-systems.
 “Boutique hotel” and “architectural office” projects were found highly
adequate for functional, physical and visual integration tasks.
 Mimicking the reality of professional practice was found stimulating in
realizing the whole design process in the limited time of one semester.
 Collaboration with experts was found encouraging in designing,
developing, selecting and integrating all sub-systems of the buildings
with a high level of confidence.
In conclusion, it can be said that the developed framework of a “technical
design studio” for integrated design was successful in its implementation.
However, because of the limited number of students involved in the design
process, generalizations should be avoided in interpreting both the outcomes of
the studio and results of the questionnaire. For refining the proposed framework
of the “technical design studio”, further applications and evaluations are
needed.

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