Full name of the program: The full name of the institution and faculty to which the program is affiliated: (If applicable) Previous accreditation date of the program: Application date: Date of visit:

I. Visit Summary
a. Positive Characteristics and Observations   
b. Unmet Conditions (the number and titles are listed)
 Attachment 3. Attachment 3 Visiting Team Final Report Accreditation Proposal Cover Letter (The Final Report will be submitted separately from the report as an attachment.)

II. Compliance with MiAK Accreditation Conditions (2023)
1. GENERAL INFORMATION ABOUT THE PROGRAM
In this section, the founding philosophy, history, mission, and vision of the program and the institution it is a part of are included. Information is provided about the disciplinary specificity and autonomy of the program within the institution. The supports provided and expected to be provided by the institution for the development of the program are evaluated.
1.1. Program Affiliate
1.1.1. General Features and History of the Institution This section contains a brief history of the institution to which the program is affiliated and explanations about the institution.
1.1.2. Mission and Vision of the Institution This section includes descriptions of the organization's mission and vision and the dates they were implemented, renewed, and approved. Statement to the Visiting Team: Write a summary of the history, mission, and vision of the institution based on the data presented in the Self-Assessment Report and the information obtained during the visit. Limit: 1/2 pages.

1.2. General Features of the Program
1.2.1. History of the Program This section contains a brief history of the program.
1.2.2. Mission and Vision of the Program This section includes descriptions of the mission and vision of the program and the dates on which it was implemented, renewed, and approved. Statement to the Visiting Team: Write a summary of the program's history, mission, and vision for the Self-Assessment based on the data presented and the information gained during the visit. Limit: 1/2 pages.

1.3. Program-Institution Relationship
The administrative organizational structure of the academic unit and the institution in which the program is located is discussed as follows.
In the Self-Assessment Report; a. The position of the academic unit in which the program is included in the organization chart of the institution and its managerial relations are indicated. The dependencies and flexibilities in these relationships are assessed. b. The officers involved in the management of the program and the administrative structure including their responsibilities are described with a diagram. The work of the officers involved in the management to improve the quality level of the program in the short and long term, their competence, and reasons are explained. c. The processes of participation of the teaching staff and students of the program in the management and how their participation is organized are indicated. d. The other programs affiliated with the academic unit in which the program is located and their relations with these programs are explained. e. Their relations with other units and programs in the institutional structure in which the program takes part are defined. Statement to the Visiting Team: Write a summary of the Program-Institution relationship based on the data presented in the Self-Assessment Report and the information obtained during the visit. Limit: 1/2 pages Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

1.4. Program Self-Assessment Studies This section briefly describes the program's self-assessment processes, strengths and weaknesses, and progress. A plan for the development vision is presented. Evaluations made by the stakeholders of the program (faculty members, students, graduates, etc.) include survey studies related to the course contents, scopes, delivery formats, and learning outcomes. The educational approach of the program is prepared as the common opinion of the institution and its methods are indicated. Statement to the Visiting Team: Write a summary of the program Self-Assessment Studies based on the data presented in the Self-Assessment Report and the information obtained during the visit. Limit: 1/2 pages Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

1.5. Report on Progress The continuity of the accreditation of the program is possible by proving that sufficient work has been done to eliminate the deficiencies stated in the Visiting Team Report. The following two subsections define what needs to be explained in the Self-Assessment Report. 
1.5.1. Responses to the Visiting Team's Findings
This section contains suggestions and responses to solutions to the "deficient", "problematic" and "noticed" conditions in the program's previous Visiting Team Report.
1.5.2. Responses to updates to the MiAK Accreditation Conditions After the previous visit, a summary of the changes made in response to the new regulations in the MiAK Accreditation Conditions is made. Statement to the Visiting Team: If the program has prior accreditation, this section is filled. Write a summary of the Programme Self-Assessment Report based on the data provided on the previous Visiting Team's responses to its findings and responses to updates to the MiAK Accreditation Conditions and information gained during the visit. Limit: 1/2 pages Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.] 

1.6. Approach of the Program In this section, the academic environment, lecturers, students, architectural profession, other professional fields, and society, which are the components of the architectural environment, are included in the program's relations. Within the framework of the mission of the program, the way these components are handled, and the vision, goals, and approaches related to each are defined. The self-assessment and statistical values on which long-term plans and strategies for future improvements are indicated. The extent to which the program can respond to the expectations of stakeholders and environments including the institution to which it is affiliated, other educational institutions, professional chambers, and other relevant institutions are shown.

1.6.1. Architectural Education and Academic Scope In this section, the contribution of the program to the institution and the benefits it provides from the institution are examined. In the Self-Assessment Report;
a. The tangible benefits and services provided by the faculty members and students of the program to the institution to which they are affiliated in the fields of teaching, academic research and knowledge production, application, and social participation, and their contributions to the areas of social and cultural life,
b. The program's approaches to other educational programs in the institution and the relations, interactions, and collaborations it establishes with these programs,
c. The contribution of lecturers, students, and administrators to the state, society, and the social and cultural life of the educational institution,
d. The academic and professional opportunities provided to the teaching staff and personnel for the production, application, and development of knowledge, and the contribution of the institution in providing human resources to the program are indicated.  

1.6.2. Architectural Education and Students The support provided by the program to students to gain the ability to be leaders and entrepreneurs in their professional lives is shown. In the Self-Assessment Report;
a. Learning environments and opportunities provided for students to gain the ability to be leaders and entrepreneurs, to develop their research habits and individual creativity, to gain collaborative work experience, to internalize academic and professional ethical values to prepare for their professional lives,
b. The importance given to the understanding of education aimed at gaining learning-centered competence and the approaches related to its application are explained.

1.6.3. Architectural Education and Professional Environment
The program explains how it prepares its students for professional life on topics such as cultural differences, technological developments, architectural trends, legal regulations, access to information, and diversity of usage possibilities. The processes of raising awareness among students about the professional authorities and responsibilities undertaken by architects, joint work with related professions, observing the social benefit in meeting employers' needs, contributing to developing architecture as a respected and reliable profession, etc.
In the Self-Assessment Report;
a. How students understand their roles in environments that require teamwork and the responsibilities of different disciplines,
b. How students are made aware of professional ethics,
c. How the student is informed about the legal conditions in the post-graduation professional registration process and how to gain awareness to fulfill these conditions,
d. How students are provided with the knowledge and skills necessary for professional practice after graduation, awareness for lifelong learning and continuous professional development,
e. The number and proportions of graduates enrolled in the chamber of professions and working in the profession are defined.

1.6.4. Architectural Education and Society
The contribution of the program is indicated in the sensitivity of students to social and environmental problems, in developing their creative thinking about appropriate design and planning decisions, and in developing their ability to produce solutions.
In the Self-Assessment Report;
a. How to question the causes and consequences of various factors that shape the physical environment and how to examine them,
b. How the ability to investigate the methods by which knowledge production will be realized to reduce environmental problems is developed,
c. How to gain awareness of public and community benefits is explained.
Statement to the Visiting Team: Write a summary of the program's relations with the academic environment, lecturers, students, the profession of architecture, other professional fields, and society, which are the components of the architectural environment, in line with the data presented in the Self-Assessment Report and the information obtained during the visit. Limit: 1/2 pages
 Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

1.7. Human Resources
The status of human resources in the last two years that will enable students to achieve an acceptable level of education is shown.

1.7.1. Faculty Members
a. The ratio of the number of full- and part-time instructors to each other; the ratio of full- and part-time instructors to the total number of students; the ratio of instructors/students for each course to the number of instructors/students for the design studio course is given. The adequacy of the ratios is evaluated by considering the non-educational loads of the instructors.
b. The potential for program managers to devote sufficient time to improving the quality level is described. Secretariat support is evaluated.
c. The rules and practices of the course loads of the instructors are explained in proportions that will allow the research and studies to be carried out for their professional development and contributions to society, science, and art. The distribution of the education and other responsibilities given to full-time instructors by the program according to each instructor in the last two years is shown in a table.
d. The support and permits provided to full-time lecturers (participation in scientific meetings, research funds, unpaid leave, etc.); the rules for benefiting from them are explained. The opportunities provided to the instructors for professional development that are beneficial to the program and related environments in the last two years are shown.
e. The systems of encouraging and rewarding instructors are explained.
f. The criteria for the assignment and promotion of the program and its affiliated institution are specified. The program and the institution's support for these criteria are described.
g. In the last two years, short-term guest lecturers, guest jury members, and those who have participated in the program to given a conference during the semester, and the benefit and adequacy of these participations are explained.
 [ ] Proven
 [ ] Unproven Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

1.7.2. Number of Students
a. The total number of students enrolled in the program is given.
b. Each year, the number of students admitted to the first year of the program and the different student quotas (foreign students, first-ranked high school students, etc.) included in this number are indicated.
c. The quotas of students admitted to the minor and double major programs of the program and the number of students enrolled in these programs are given.
d. The requirements of student horizontal and vertical transfer; and registration conditions for minor and double major programs are explained.
e. Regulations and practices related to student assessment methods are explained.
f. Student academic advising system and its functioning are explained.
g. Student internship regulations, internship places and regulations, post-graduation professional practice, and career planning are explained.
h. The incentives and rewards offered for successful students are explained.
i. Scholarship opportunities and conditions provided to students regularly are indicated.
j. Policies and practices related to domestic and international exchange programs that provide student mobility are specified.
k. The level of meeting the accommodation, nutrition, and health needs of the students is explained in terms of quality and numerical competence.
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

1.7.3. Administrative Staff
An organizational chart of the academic and administrative structure of the program is given. A list of other programs within the same administrative unit is provided and methods of cooperation are described. Information is given about the technical staff, expert staff, and secretariat qualification to assist the education.
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

1.8. Resources for the Learning Environment
1.8.1. Physical Resources
The physical resources required for the architectural education of the program are defined. For design courses, studio spaces that offer each student their own working space, classrooms that allow different learning techniques, and other spaces and equipment required for learning, teaching, and research are specified by evaluating their competence.
All venues are shown to be accessible and available to all. In the Self-Assessment Report;
a. Annotated architectural plan drawings showing the relation and accessibility of design studios, classrooms, seminars, exhibitions, libraries/archives, computers, models etc. education spaces and preparation and working spaces for lecturers are given in appropriate sizes.
b. An assessment is made in terms of compliance with the relevant regulations and universal design principles of the structures containing the spaces.
c. The technical and numerical equipment and supporting physical facilities used by students and instructors are recorded and their competencies are evaluated. 
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE:This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

1.8.2. Sources of Information
The library/archive and digital media facilities where students and lecturers can easily access the necessary publications (books, reference books, periodicals, reports, etc.), visual resources (drawings, photographs, etc.), and databases for architectural education and research are specified and their competencies are evaluated.
The applications made to inform the students about using the library/archive and digital media and improving their resource skills in their studies are explained.
In the Self-Assessment Report;
a. The administrative structures of libraries and archives, their structural relations with the program, and the services they provide to the program are explained.
b. The numerical breakdown of the information sources in the architecture subject areas in the libraries and archives according to their types is given with a table indicating those in the last two years.
c. The appropriateness, timeliness, and availability of information resources in terms of the program's mission, student numbers, and learning objectives are evaluated.
d. What has been done for the development of the information resources in the libraries, and archives and with which budget opportunities these have been realized are indicated.
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

1.9. Financial Resources
The appropriateness and adequacy of the program budget in terms of the mission of the program, the number of students enrolled, and the desired learning objectives are explained and evaluated.
a. The fiscal year budget, which describes all resources and the revenues and expenses from those sources, is shown.
b. The 2-year budget estimates to be made by anticipating possible changes in student numbers and income sources are shown
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

2. EDUCATION AND LEARNING FEATURES OF THE PROGRAM
Compliance of the program with MiAK Accreditation Conditions in this field is proved in the following ways:
 - Explanatory report describing, documenting, or showing each item specified
 - The Visiting Team's review of the evidentiary documents submitted, observations, and interviews during the visit
 - Examination of student studies showing the Knowledge, Skills, and Competencies that a graduate should gain during the visit
 - Review of web pages, links, and related material

2.1. Education Degrees and Curriculum
The program is briefly defined in a way to reveal the contributions of the minor, double major, master's, and doctoral programs as well as the undergraduate program of architecture. In particular, minor and double major programs are explained in the context of the undergraduate program.
The program describes what methods are used to create, review, and improve the curriculum. The stakeholders involved in this process – including the student – are indicated. In addition to the compulsory courses, the curriculum, and extra-curricular courses that students can take as electives in the subjects they are interested in should be included in the total course credits at the required rate.
The knowledge, skills, and competencies gained by each course in the course curriculum are indicated by "learning outcomes" (Annex 3).
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

2.2. Learning Environment and Level of Success
The program evaluates the success of the student in the context of the knowledge, skills, and competence criteria that s/he should gain; and is free to determine the measurement/evaluation methods, learning environment, educational goals, and approaches. The level of knowledge, skills, and competencies of the graduate is shown.
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

2.3. Learning Culture
It is expected to create an interactive learning environment with theoretical and practical lessons in the studios. The approach of the program to the learning environment and how it is interpreted and applied by the instructors and students are stated in detail. The method followed to apply the ethical rules of the academic environment and to raise awareness among the students about these rules is explained.
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE: This evaluation/interpretation should indicate the source or evidentiary documents on which the team bases the evaluation.]

2.4. Knowledge, Skills, and Competencies that a Graduate Should Gain
In this section, the graduate profile targeted by the Program is defined.
The consistency of the knowledge, skills, and competencies required by graduates with the goals and expectations defined in the vision and mission of the Program is evaluated.
The program is obliged to prove that its graduates meet the targeted criteria through the vocational courses included in its curriculum. General courses (university common-pool courses) are not included in this scope. Information is given about the equivalence of the courses taken from other institutions with the courses in the Program.
The program must demonstrate in the Self-Assessment Report and during the visit that each graduate has acquired the knowledge and skills described in the main areas mentioned below.
In the programs, some of the knowledge and skills may be more prominent within the framework of the defined mission and vision, as well as new knowledge and skills may be added.
The courses in the educational curriculum of the program and the areas of knowledge and skills that the student should acquire are gathered under 5 basic headings.

I) Architecture - Design / Creative Thinking
II) Architecture - History / Theory, Culture / Art
III) Architecture - Environment / City / Society
IV) Architecture - Technology
V) Architecture - Professional Environment

Each field includes the knowledge, skills, and competencies within the framework of the subject that architectural education aims to provide to the graduate. These knowledge, skills, and competencies are defined at two levels: Understanding: It is the capacity for comprehension in which knowledge is internalized. It is the ability to interpret, explain, summarize, compare, classify, in short, internalize information. Skill: It is the ability to use the acquired knowledge in different representational environments. It is the competence to choose the appropriate information in the solution of a specific problem and to be aware of the differences in its use. The Visiting Team also assesses student performance criteria for alignment with the curriculum objectives and contents set by the Program. While MiAK stipulates that the Program will provide its graduates with the identified knowledge and skills, it does not designate an educational format or a form for student work to meet these criteria. This releases the program on the subject. In this regard, the program can offer a peculiar educational format. MiAK encourages Programmes to meet these criteria, to develop and use their own unique learning and teaching methods; and considers innovative methods in meeting student performance criteria. The program evaluates whether students meet these criteria and documents their results. In the Self-Assessment Report; 
  • The objectives and content of the program curriculum, 
  • A matrix showing the relationship of each compulsory course or course group with the criteria for the knowledge and skills that students are expected to acquire, 
The contribution of selected courses in the acquisition of knowledge and skills should be explained. The purpose of accreditation is to reflect the student’s ability to understand the following basic areas and/or to gain skills in these areas for their studies. The level of comprehension and skills that the student should gain in these basic areas should be proven by the projects, assignments, and exam documents they have done. Description to the Visiting Team:
1. If a Learning Outcome is not met, the Visiting Team is responsible for finding the course(s) for which this Outcome is met in student work submitted other than the evidence documents shown.
2. If a Learning Outcome is not met, the Visiting Team should explain in its evaluation why it was not met.

I) Architecture - Design / Creative Thinking
Architectural education should aim to develop the capacity of questioning, rethinking, conceptualizing, designing, and realizing the relationship between culture, art, science, society, environment, technology, etc. with architecture.
Critical Thinking: Ability to question, express abstract thoughts, evaluate opposing views, and examine the results reached with similar criteria.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Communication: Ability to read, write, and express ideas by their purpose; ability to use different representational environments that can convey design thinking.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Research: Ability to comparatively evaluate, document, and apply the knowledge obtained about the design process.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Designing: Reproduction of design knowledge in the process of creative thinking; the ability to achieve new and original results in the context of universal design principles such as sustainability and accessibility.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).

II) Architecture - History / Theory, Culture / Art
Architectural education should aim to gain awareness of protecting cultural heritage with environmental sensitivity and ethical responsibility, with the ability to comprehend knowledge of architectural examples, art theories, and practices on a global and local scale, in the context of natural, historical, and cultural relations and to understand the theories and traditions related to social, cultural and artistic formations in the fields of landscape and urban design.
World Architecture: Understanding world architecture in the context of historical, geographical, and global relations.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Local Architecture/Cultural Diversity: To understand the architectural formations and examples of geography in the context of historical and cultural relations.  Understand the diversity of value judgments, behavior patterns, and social and spatial patterns that define different cultures.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Cultural Heritage and Conservation: To understand cultural heritage, conservation awareness, environmental awareness and ethical responsibility, conservation theories and methods.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).

III) Architecture - Environment / City / Society
Architectural education should aim to gain an understanding of dealing with the natural and built environment with a balanced and sustainable approach in the context of cultural heritage and ecology. Architectural education should also raise awareness to understand urban design, and landscape architecture issues at the level of local and global values, planning strategies, and cultural-economic-political relations.
Sustainability: Ability to design sustainably using knowledge of the natural and built environment using a variety of tools to minimize undesirable environmental impacts on future generations.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Social Responsibility: To understand the architect's responsibility to protect the public interest, to respect historical/cultural and natural resources, and to improve the quality of life
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Nature and Human: To understand all aspects of the human interaction between the design of natural systems and the built environment.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Geographical Conditions: To understand the relations between site selection, settlement, and building design, taking into account cultural, economic, and social characteristics as well as natural characteristics such as ground conditions, topography, vegetation, natural disaster risk, etc.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).

IV) Architecture - Technology
Architectural education should aim to raise awareness about the transformation of information about technical design processes and building service systems into a whole in the design process and to gain design skills.   
Life Safety: To understand the basic principles of safety and emergency systems at the scale of structure and environment in conditions of natural disasters, fires, etc.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Structural Systems: To understand the principles of behavior, development, and application of static and dynamic structural systems standing by vertical and lateral forces.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Building Physics and Environmental Systems: To understand the basic principles of building physics and energy use in the design of physical environmental systems, such as lighting, acoustics, air conditioning, etc., and the importance of using appropriate performance evaluation tools.  
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Building Envelope Systems: To understand the importance and methods of applying the basic principles of building envelope materials and systems design.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Building Service Systems: To understand the basic principles of service systems design such as water and electrical installation, circulation, communications, security, fire protection, etc.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Building Materials and Applications: To understand the principles and standards related to the production, use and applications, environmental impacts, and reusability of building materials in the context of technological developments.  
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Integration of Building Systems: Ability to assess, select, and integrate structural, environmental, security, building shell, and building service systems in design.  
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).

V) Architecture - Professional Environment
Architectural education should aim to educate professional people who can develop tactics and design strategies for knowledge production in interdisciplinary studies, have creative thinking skills, are entrepreneurs, and risk-takers, develop ethical responsibility and a critical attitude about employers, society, public interest, legal limitations, cooperation and leadership skills.
Program Preparation and Evaluation: An ability to prepare and evaluate the architectural project program in the public interest according to employer and user requirements, appropriate samples, spatial and equipment requirements, financial limitations, land conditions, relevant laws, regulations, and design criteria.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Comprehensive Project Development: Ability to develop and integrate an architectural project at different scales, considering the environment, building systems, and building technologies.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Consideration of Building Cost: To understand the key factors related to the cost of building construction and use.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Architect-Employer Relationship: To understand the employer's responsibility to identify the owner's and user's needs and to resolve them in a way that does not conflict with the public interest.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Teamwork and Collaboration: Ability to work collaboratively with the project team and multidisciplinary teams to successfully complete design and implementation projects.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Project Management: To understand the architectural project-taking methods, selection of consultants, creation of project teams, project delivery methods, service contracts, etc.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Implementation Management: To understand the basic principles of the architectural implementation process, such as financial management, business planning, quality management, risk management, discussion, consensus, etc.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Leadership: To understand the methods of organizing and developing the building design and application processes by considering the environmental, social, and aesthetic sensitivities of the society.  
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Legal Rights and Responsibilities: To understand the legal framework that plays a decisive role in the architect's professional rights and responsibilities to society and his/her employer.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Professional Practice: To understand the role of pre-professional practice in professional development and the mutual rights and responsibilities of employers and trainees.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).
Professional Ethics: To understand the ethical approaches required for the formation of professional judgments regarding social, political, and cultural elements in architectural design and practice.
[ ] Met
[ ] Unmet
Visiting Team Evaluation: Documents proving that students have acquired the Defined Learning Outcome were found in the project/homework/exam/ model/….. studies with the number ………. (document number) for the course named ………. (course name).

ATTACHMENTS
ATTACHMENT 1. CURRICULUM VITAE OF FULL AND PART-TIME FACULTY MEMBERS (each not exceeding 2 pages)
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE:  If there are any deficiencies, it should be mentioned here.]

ATTACHMENT 2. ARCHITECTURAL EDUCATION QUALIFICATIONS FRAMEWORK / Knowledge, Skills, and Competencies
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE:  If there are any deficiencies, it should be mentioned here.]

ATTACHMENT 3. COURSES
For each compulsory and elective course, a) its definition, b) learning outcomes, c) total hours given per week and in the semester, d) total extracurricular study time, e) prerequisite and prerequisite courses, f) a list of instructors who have taught the course during the last two years should be submitted.
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE:  If there are any deficiencies, it should be mentioned here.]

ATTACHMENT 4. STATISTICAL INFORMATION
Students (last 2 years information):
  • The place in the general score ranking of the student who entered the program with the lowest score because of the university entrance exam
  • Students' preference rankings for entering the program
  • Number of students enrolled in the first year
  • Total student 1st Term achievement status (high honor; honor; successful; unsuccessful; dismissal)  
  • Total student 2nd Term achievement status (high honor; honor; successful; unsuccessful; dismissal)  
  • Number of students coming / outgoing with Erasmus and Farabi programs
  • Proportion of students graduating within the normal period of study
  • Average graduation period
  • Foreign nationals and females/males ratios in the total number of students
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE:  If there are any deficiencies, it should be mentioned here.]
Faculty members (last 2 years information):
  • Number and proportions of academic staff according to their job titles
  • Number and rates of part-time teaching staff
  • Number of instructor promotions and appointments
  • Number of instructors leaving
  • Weekly workloads of instructors
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE:  If there are any deficiencies, it should be mentioned here.]
Research and publications (last 2 years information):
  • Number and budgets of national and international research and application projects carried out
  • The number of domestic and international articles and papers and their average according to the number of instructors Funding (last 2 years’ information):
  • Program budget share and comparison with other program budget shares
  • Instructor and student budgets of the program
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE:  If there are any deficiencies, it should be mentioned here.]

ATTACHMENT 5. (IF AVAILABLE) VISITING TEAM REPORT OF PREVIOUS VISIT (If Program has previous accreditation)
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE:  If there are any deficiencies, it should be mentioned here.]

ATTACHMENT 6. (IF AVAILABLE) ANNUAL REPORTS AND MIAK ASSESSMENTS AFTER PREVIOUS VISIT (This section will not be considered for programs applying for the first time.)
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE:  If there are any deficiencies, it should be mentioned here.]

ATTACHMENT 7. ANNUAL CATALOGUE OF THE INSTITUTION (Selected design studio is expected to be prepared to include student work.)
[ ] Proven
[ ] Unproven
Visiting Team Evaluation: [NOTE:  If there are any deficiencies, it should be mentioned here.]

III. Evaluation Result
a. Important qualities of the Program related to the MiAK Accreditation Requirements (The strengths of the Program are indicated by emphasizing the positive aspects stated in the visit summary.)

b. Problems of the program on MiAK Accreditation Conditions (The deficiencies stated in the visit summary are highlighted and the items that do not meet or partially meet the Accreditation Conditions are indicated.)

c. The Visiting Team's concerns about the future performance of the Program (based on the data in the Self-Assessment Report and the observations made during the visit, the potential threats to the future of the Program are indicated.)

d. Recommendations of the Visiting team for future accreditation visits (based on the data in the Self-Assessment Report and the observations made during the visit) indicate the conditions that the programme "partially meets" or the aspects in which it has "fewer strengths" to improve. Information on the accreditation decision is not provided.)