The University of Sarajevo Campus Design Guidelines by Pelin Kocabıyık & Aslı Yavaş

UNSA UNIVERSITY OF SARAJEVO CAMPUS DESIGN GUIDELINES “Connective UniverCity”

Aslı Yavaş Pelin Kocabıyık

University of Sarajevo Campus Design Guidelines, “Connective UniverCity” Aslı Yavaş, Pelin Kocabıyık The final term project has been created under Istanbul Technical University Graduate School of Science & Engineering and Technology, Architecture Non-Thesis Master’s Program through the courses Architectural Design I & II themed as “21st Century Learning Environments: University of Sarajevo Campus” between 20182020.

The studio coordinated by Prof. Dr. M.Birgül Çolakoğlu, Rıfat Yılmaz, Res. Assist. Çağdaş Kaya University of Sarajevo Campus Design by Aslı Yavaş & Pelin Kocabıyık First Edition İstanbul, January, 2020 Special thanks to: Gökçen Erkoyuncu, Efecan Soysal and Suşi All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or other information storage and retrieval system, without prior permission in writing from the publishers.

On the cover, you can find an example of a representative model of art & law faculty.

How to read this book?

1.Sarajevo University Campus Guideline

2. Open the book

3. Turn the cover upside down and use it as a model

For the animation of Sarajevo University Campus, please check the code.

Sponsored by Istanbul Technical University

University of Sarajevo

UNIVERSITY OF SARAJEVO CAMPUS DESIGN GUIDELINES “Connective UniverCity” Aslı Yavaş Pelin Kocabıyık

Foreword

University of Sarajevo Campus Design Guide is a handbook that explains the campus design project in detail which had been worked within the scope of Istanbul Technical University Architecture Non-Thesis Master’s program.

The main theme of the studio is 21st century learning environments. The project aims to build a sustainable campus in Sarajevo that meets the needs of the era.

The design process starts with questioning today’s education-space relationship and how university campuses change and develop cities and society in terms of architecture, sociological and pedagogical aspects. Gaining a theoretical background is followed by an inter-scale design and production process.

With this scope, we are releasing the University of Sarajevo Campus Design Guideline including campus design principles and the whole architectural process. We hope that the research and architectural production process will gain both academic values and be an exemplary resource in 21st century learning venues.

Contents

1. 21ST CENTURY LEARNING ENVIRONMENTS..................................................................................8 Design Studio Background Education Approaches in 21. Century Generation’s Needs & New Learning Spaces Analysing University Campus Design Principles 2. CONTEXT / SARAJEVO............................................................................................................16 Understanding City of Sarajevo History of the City Architectural Development City Analysis 3. MASTER PLAN DESIGN PRINCIPLES........................................................................................22 Site Conditions of Close Surroundings Problems and Potentials Design Process of Master Plan Green Design and Sustainable Strategies 4. ARCHITECTURAL DESIGN........................................................................................................62 Architectural Style and Material Analysis Inspirations from Sarajevo Master Plan Design Principles Chosen Faculties: Art and Law Faculty Design Process Faculty of Art Faculty of Law 5. CONCLUSION........................................................................................................................98 Evaluation About Authors References

1. 21ST CENTURY LEARNING ENVIRONMENTS Design Studio Background Education Approaches in 21. Century Generation’s Needs & New Learning Spaces Analysing University Campus Design Principles

Figure 1. (a) Elementary classroom in Old Dental Building, The University of Iowa (1919), (b) Self Study Area, Ă–zyeÄ&#x;in University (Photo by the authors, 2018)

Design Studio Background The societal change consists of the development and rise of three waves of agricultural, industrial, information societies (Toffler, 1980). The information society brought about some developments in science, technology, social structure and economics in the 21st century. In this process, the speed of access to information has increased and the demands of the new generation have changed. The emergence of new ways of accessing information and the change in the characteristics of the generation brought about the need for innovation in the field of education as in all other fields. Each society has changed its education system, educational philosophy, and methods according to the transitions in its internal structure and with this, alternative education approaches that respond to the social dynamics of the 21st century have started to develop (Ă–zbayraktar, 2004). These educational approaches emerge as models that put the student in the center, participant-oriented, based on interdisciplinary work, where the limits of formal and informal learning disappear, and support problem and project-centered learning. However, for interactive and participatory training models that are gaining more importance day by day to show expected efficiency in learning and to be fully implemented, places, where the action of learning takes place, must also be changed by these training models. Because there is a direct relationship between physical spaces and education systems, traditional education structures that are insufficient to respond to new educational models should adapt to these models accordingly (Figure 1).

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Education Approaches in 21. Century The change in the understanding of education and the development of new education models have raised the question of how the spaces should be designed by the education models. In the 21st century, it has prepared the ground for making inquiries about the design, spatial organization and physical conditions of learning spaces. In this context, different approaches that question the relationship between education and space from a theoretical, pedagogical and sociological point of view has arisen and discussed.

In order to comprehend the relationship between education and space, first of all, it is necessary to understand the relationship between education, learning action and the physical environment.

William F. Sturner briefly emphasizes the importance of the quality of the physical environment on the learning process and discusses how college and university campuses should be designed with these remarkable criteria below.

Figure 2. Santral Istanbul Campus of Bilgi University

Figure 3. Peter Coaldrake Education Precinct / Henning Larsen + Wilson Architects

A university campus should be a total environment, a system or a whole space including inhabitants, buildings, living and non-living beings, curriculum, regulations, visions, and values (Sturner, 1972). Therefore, a well-designed campus should be attractive and open to collective social activities both inside and outside, also should be an appeal to all the senses, and people should be able to experience sights and sounds, also different materials, textures or beautiful smelling flowers, etc. while living there (Sturner, 1972). This approach also argues that students, staff, and inhabitants are collaborators in the design process of their living space, too. It encourages inhabitants to gain responsibility and that they have a sense of belonging (Figure 2,3).

According to Weinstein, it constitutes a model that includes spatial quality and physical environment elements such as class size (Figure 4), class density, school size, site selection, noise, separated work areas besides the psychological, social and pedagogical factors that affect the success in education (Moore & Lacney, 1993).

Figure 4. John J. Bowen Center for Science and Innovation at Johnson & Wales University

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Figure 5. Carnegie Mellon University Sorrells Library

Hebert and Brubaker examined this relationship through pedagogical and social relations. Hebert argues that educational structures must be able to communicate with students, respond to students’ expectations, and allow students to develop their personality. It also emphasizes that architects and educators should work together interdisciplinarily when designing educational structures and the environment (Herbert,1998).

Brubaker treated schools as a community space. He stated that the design understanding that the student can be successful is flexibility, creative school form, creative individual spaces, community-school / school-community interiors and spaces designed accordingly (Ă–zbayraktar, 2004).

Moore and Lacney, on the other hand, discussed the relationship between education and space from a more physical and social point of view and worked on different design models suitable for 21st century society (Figure 5). They argue that spatial organization should be constructed through social relations and communication in the design of learning spaces. The school should be treated as a small society; it should ensure communication with society and maximize the communication between students (Moore & Lacney, 1993). Recognizing that there is a direct relationship between the success of education and the physical environment, the appropriate physical environment criteria should be selected when designing training spaces. The criteria they define are grouped under four main headings: planning issues, building organization principles, the character of individual spaces and technical details (Moore & Lacney, 1994).

To give an example to these topics from the determined criteria: circulation areas should be designed as social spaces in a way to improve the creativity, work, and communication of the student; academic offices and executive units should be established to meet with students; individual spaces should be flexible, should be able to allow different working types, spaces should be able to receive natural lighting and ventilation.

Examining these theoretical approaches, which deal with the relationship between education and space from different perspectives, constitutes the basic parameters of how to reproduce and transform learning spaces in the 21st century.

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Generation’s Needs & New Learning Spaces Education models and learning spaces should be rethought and re-designed taking into account the demands and tendencies of this generation.

In order to make sense of the inquiries about the production of learning spaces, it is necessary to understand the main users of the educational spaces first. It is crucial to know the generation z, also to be aware of their demands and needs. New education models have been presenting which respond to the changing world and changing generations’ needs in the education system. Dr. SandeepKri’s research, called ‘High School Careers’ which surveyed 4,769 students, shows the z generation uses technology very qualified and has easy access to information. They are more focused on working for themselves. Also, they are more entrepreneurial, libertarian and prefer to have their own business instead of being an employee (Singh, 2014). Hence, education models and learning spaces should be re-thought and re-designed taking into account the demands and tendencies of this generation, which have different characteristics than the previous generation.

New education models propose a more sustainable way of learning by encouraging students in terms of critical thinking, communication, collaboration, and creativity. It contributes students to learn the real world through project-based applied works, a sustainable way of learning, flexible and alterable learning spaces. Instead of framed classes or spaces, a whole campus should be a learning space. There should be collaboration supporting interdisciplinary information exchange between people.

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Analyzing University Campus Design Principles Two universities which remarkable in terms of its macro-scale decisions, contextual relations, traffic and green networks, land use, building orientation, and sustainable issues, are selected to analyze and extract operational knowledge and principles through campus designs.

Thompson Rivers University Campus: The first one is the Thompson Rivers University campus which is located in a very natural environment surrounded by Thompson River and the Cariboo Mountains from the North and the transportation is easy from the city center by car and train. At the heart of the campus, pedestrian-focused circulation is dominated and also supported by greenery and landscape elements. Continuity and hierarchy of the green spaces are very important here since the continuity of the green in parallel with the pedestrian paths takes people into the core (URL 1) (Figure 6).

Figure 6. Thompson River University, Transportation (created by authors, 2018)

Green flow also has a unifying task on the campus by creating green areas that serve different public usages (Figure 7, 8).

The topography, transportation routes, gates, and nodes were effective in shaping districts and land use, which are the other important basic master plan decisions.

Making a future development plan is another important parameter that makes this campus worth to analyze. In the future development plans of Thompson River University, it is predicted that campus could merge with the city and it was found to be more appropriate in terms of security. Also, building orientations and materials are designed as a whole related to indoor and outdoor space use. They contribute much to land use and user experience as well (URL 1).

To conclude, this master plan aims to create an academic center in the campus and distributing commercial, social and residential functions to the outer layer and thus creating an open campus to the city and development. Also, it provides students to have easy reach circulation, gain a social character with academic achievement and environmental consciousness.

Figure 7. Thompson River University, Green Flow (created by authors, 2018)

Figure 8 . Thompson River University, Green Flow (created by authors, 2018)

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The diagram below has been prepared to see the design criteria of Thompson Rivers University campus more clearly. In this diagram, the relationship between campus and natural-artificial environment, central master plan order, open green space designs, sustainability and development strategies are emphasized. The relationships are established between these parameters according to relative importance (Figure 9).

Figure 9. Thompson River University Design Criterias (created by the authors, 2018)

University of California, Riverside Campus: The second example is University of California Riverside campus. The campus, located near the Santa Ana River and leaning its back from the south east to the mountains, is more integrated into the city than Thompson River University. The main parameters that highlight this example are: being part of the city, pedestrian-friendly access, distribution of vehicle access to the campus, categorization and design of green spaces according to usage, sustainability approach, future development plan and architectural design parameters (Figure 10). However, the two most important features that distinguish the campus from other campuses are the way of integration of the campus into the city and how they handle sustainability and apply to the campus life (URL 2).

There are no strict boundaries between the campus and the city. It has been planned as the continuation of the city, and it reflects the characteristics of city in terms of transportation, green diversity and material selection. Because the level of permeability is quite high, citizens can also use the campus and may participate the social activities.

The other crucial parameter of University of California, Riverside campus is sustainability. It can be tackled the sustainability approach of campus design in three ways: passive strategies, production and reuse. Passive design strategies include maximizing pedestrian access, minimizing use of fuel and using landscape elements. Use of landscape elements contribute to cutting wind force, creating natural shading and reducing the heat island effect etc. As to production, there are botanical gardens and the products that grown there are sold in sales offices.

Waste water cleaning and recycling systems are used in the campus as reusing strategy (URL 2).

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Figure 10. University of California Riverside, transportation

University of California, Riverside campus is a more city-integrated and spread campus when compared to Thompson Rivers University campus in terms of its master plan layout. It creates a kind of a transition zone between nature and urban. The campus is within reach from the city, the transportation opportunities and accessibility is much better than Thompson Rivers University. Campus master plan design principles are emphasized and shown around a generic section of the location. Highlighted master plan strategies such as location, green network, sustainability, and architecture and the strong relations among them can be easily seen there (Figure 11).

Figure 11. University of California Riverside Design Criterias (created by the authors,2018)

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2. CONTEXT / SARAJEVO Understanding City of Sarajevo History of the City Architectural Development City Analysis

Figure 12. General View of Sarajevo, (Photo by Amanda Rivkin, 2015)

Understanding the City of Sarajevo One of the most fundamental inputs of the project is context. To comprehend the project and the decision making process as a whole, it should be needed to understand the context in every aspects. Therefore, Sarajevo, the capital of the Bosnia-Herzegovina, was analysed in detail.

The historical, architectural and cultural richness of Sarajevo city make it one of the most remarkable city in Europe. The city is located in the middle of Europe, which is a very critical point in terms of being a transmission area combining East and West cultures. Thus, Sarajevo was influenced by many different cultures, developed and formed as a synthesis between these. Today, Bosnians, Serbs and Croats live together and form the ethnic diversity of Sarajevo.

The city is nestled at the eastern end of a flat alluvial valley with mountainous terrain to the north and south.

It has a predominantly linear orientation lying along the Miljacka River and extending for approximately ten kilometres from the Bašcˇaršija (Old Ottoman market district) in the east to Ilidzˇa in the west called Nwe Town (Gül, 2014). Existing main campus of University of Sarajevo is located exactly in the transition area between these two regions (Figure 12).

The history and architectural development of the city will be explained in detail through qualitative and quantitative data that are supported with referential images and figures in the next sections.

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Figure 13. General View of Sarajevo, early 1900

History of the City The city of Sarajevo was home to many different countries like Ottoman Empire, Austrian-Hungarian Empire and Yugoslavia making the city’s history, city, culture and architecture unique. The city was under the rule 1462-1878 Ottoman Empire, 1878-1918 Austrian-Hungarian Empire, Serbian Croatian Slovene in 1918-1929, Yugoslavia between 1929-1941 and the effects of societies are still seen in the layers of the city today (Donia, 2009) (Figure 13).

In the 15th century, the Ottoman Empire conquered the city and the Ottoman influences were reflected in culture and architecture. The city began to form and remained for many years in the east side. The mosque, the bazaar, the Han and the government palace were built during this period. After that, the city came under the domination of Austrian-Hungarian Empire. This period was the most shining era for Sarajevo because many innovations were brought such as tram, tunnels and new technologies used in construction.

At the end of the First World War, as the Austro-Hungarian Empire collapsed and its constituencies dissolved into independent states, BiH became part of the newly established independent Kingdom of Serbs, Croats, and Slovenes –dominated by centralist Serbian power (Kotzen, 2014). In this period, the regime of communism began to rise and this period is called the period of rest.

The most devastating and sad breaking point in history was the Bosnian War. At the end of the war Yugoslavia was divided into seven different states by the separation of the Socialist Federal Republic and Bosnia-Herzegovina declared its independence. Serbia-Hungary occupied Bosnia in 1992 and the occupation had been continued for 3.5 years. 1,600 children and 11,000 Bosnia citizens were killed (GĂźl, 2014). The results of the war were not just numbers. Traces of war can still be seen in people, buildings and the city today.

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Architectural Developments Ottoman Empire

Ottoman and Austrian Hungary

Austrian Hungary

Socialist Federal Republic of Yugoslavia

Photos of remarkeble buildings reflecting different periods in the city, taken by authors, 2018

Analyzing the architectural development is crucial to understand the structure, texture and identity of the city.

Architectural pattern of Sarajevo has developed by depending on the historical background. As mentioned previously, Bosnia -Herzegovina has lived under and influenced by different cultures throughout historical scene. The architecture of Bosnia-Herzegovina, about its history, can be examined in four sections: Ottoman, Austria-Hungary, mixed with Ottoman and Austria-Hungary and Socialist Federal Republic of Yugoslavia. Bosnia-Herzegovina lived for almost 400 years under Ottoman rule. The Bašcˇaršija, or the central market district, which is just open to pedestrian transportation, is considered as the centre of culture, history and commerce of the city. Also, the kiosk made of wood carved in Ottoman style, “Sebilj” is the most important meeting point of the city.

As to Austrian-Hungary period from 1848 to 1918, a significant change to the city’s morphology was the expansion of the Bašcˇaršija to the west where traditional Ottoman architecture slowly gave way to the neo-classical architecture of Austria-Hungary. The expansion of the city has still continued towards the west today. The most important infrastructure works such as the central electricity grid, sewerage, rail and tramway systems together along the Miljacka River had been built. The period also brought new monumental buildings such as the Catholic Cathedral, a theatre, banks, schools, a hospital and the city’s first public park on the site of a former Muslim cemetery (Gül, 2014). There are decorative flourishes, flowers to geometric shapes and human figures on the buildings as the main characteristics of Austrian-Hungarian architecture. When compared to Ottoman style, this contains more modern and cultural buildings. Also, there are the buildings influenced both from Ottoman and Austria-Hungary styles. Exotic keystone arches, colourful stripes and stars mixed with grand proportions, smooth stone and detailed craftsmanship are the common features of those buildings.

Socialist Federal Republic of Yugoslavia period reflects a very different understanding in architecture by crushing the monotony of Soviet-style architecture. In this period, Sarajevo’s physical appearance have transformed in macro scale. In the late 1940, the public transport system expanded, number of residential accommodation in high-rise apartments increased, education and recreation facilities have been built and the two plans to guide the city’s development have been introduced (Gül, 2014). The first plan was prepared in 1948, the other one was introduced in 1965 by Sarajevo City Council for 1984 Winter Olympics. Besides city development plans for the Olympics, the city was begun to renew with renovations. Sporting facilities were constructed together with significant infrastructure works such as the upgrade of the Sarajevo airport, a five-star hotel, road and public transport improvements and an all-purpose stadium (Gül, 2014). Thus, many new facitities were added to the city thanks to the Olympics.

The Bosnian War which began in 1992, caused a systematic destruction in both the city, the cultural heritage and the memory of the citizens. The many of 60% of buildings either damaged or destroyed are lie in ruin (Bollens, 2012) (Gül, 2014). Most of the damaged buildings have not been repaired and renovated even today and the remains of the war can still be seen on the layers of the city. Beside physical damage, the remains reminds citizens of the war by taking an important place in citizens’ collective memories.

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Old Town

Marijin Dwor

New Town

Figure 14. Sarajevo City Map (created by authors, 2018)

City Analysis The most significant factors that affect the city development are historical background, politics and the culture.

To start with the information about climate conditions; city of Sarajevo is placed on an axis along the Miljacka River, in a valley surrounded by mountains and under influence of mid European continental climate from the North, and the Mediterranean from the South. It is extremely hot in summer time; cold and snowy in winter time. Rate of humidity is not very high there, rather near by Miljacka River relatively higher.

The most significant factors that affect the city development are historical background, polity and the culture. The historical part of the city, called as Old City today, was formed during the Ottoman period and the city developed longitudinally parallel to Miljacka river. The reason why the city has been developing towards the west is natural boundaries which the mountains and the river create. The city is divided into 3 main regions from east to west respectively: Old Town, Marijin Dvor and New Town (Figure 14). The sharp division, disengagement of the functions (Figure 17) and boundaries of the city can be easily read through the architectural development. The longitudinal extension of the city along the Miljacka River has also led main arteries, railway and tramways to be developed parallel to the river and transportation axes are connected with vertical connections in some points (Figure 15).

There are a lot of green areas with different types and scales in the city.

However, there is no continuity between green spaces and the most are not urban green. Although the city hosts many potential green areas, unfortunately most of the green areas are inactive and not suitable for public use (Figure 16).

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Macro Scale Analysis

Traffic Network Miljacka River is natural border Longitudinal city development Lack of vertical connections Intensity of car use, less use of bicycle

Figure 15. Traffic Network Analysis (created by authors, 2019)

Green Network The lack of contiunity between green and public spaces Undefined urban green areas Green buffer zones

Figure 16. Green Network Analysis (created by authors, 2019)

Zoning Lack of intermeshing functions Lack of diversity Cuncurrent development and extension of the city with historical background

Figure 17. Zoning Analysis (created by authors, 2019)

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3. MASTER PLAN DESIGN PRINCIPLES Site Conditions of Close Surroundings - Location -Functions and Zoning -Nature and View Problems and Potentials - Boundaries - Land Use - Green Network Design Process of Master Plan - Main Design Principles - Entrances - Transportation - Axes, Squares and Platform - Building Orientations - Building Masses and Functions Green Design and Sustainable Strategies - Passive Strategies - Active Strategies

Figure 18. Mahallas , North Part of the Campus(Photo by the authors, 2018)

Site Conditions of Close Surroundings A more detailed examination of the close surroundings of the site is made as to the continuation of macro-scale city analyses for the new master plan to be designed for the University of Sarajevo. Analyzing the site conditions of the close surroundings is the first step of the master plan design process. Micro-scale analysis includes the main circulation for vehicles and pedestrians, transportation stops, green network, distribution of functions, level of permeability and problems-potentials of the site.

Besides these main topics, topography, city silhouette, the heights of buildings nearby, integration of the campus with the city and public, the existing entrances and gates to the campus, the buildings that may be intervened and reused around the campus, the status of permanent and not permanent areas, inactive spaces, borders, obstacles, and security are also analyzed in detail.

The data obtained from these series of micro-scale analyses are used as the first design inputs for the initial master plan decisions.

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Location The University of Sarajevo is located in a strategic zone between the new town and the old town of the city. Although it is situated near the center of the city called Marijin Dwor, its location is not a well-defined area in terms of identification and collective memory.

The campus gates are within reach of main transportation routes including tram, bus stops, and bicycle paths.

At the north of the campus, there is a railway station and bus terminal, which is one of the main gates to the city.

People coming to Sarajevo from the terminal face the campus area first. In this context, the University of Sarajevo campus undertakes the mission of representing the city. However, due to the boundaries surrounding the campus, visitors and pedestrians cannot see and pass through the campus. Thus, the level of permeability and accessibility are very low at the perimeter of the campus.

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Figure 19. Current Situation of Sarajevo University Campus (Photo by authors, 2018)

Functions and Zoning Different functions are surrounding the four borders of the campus. The distribution and diversity of these functions are shown in Figure 19. The density of educational, cultural, commercial and industrial functions is quite high nearby the campus area. Residential areas and houses (also called mahala) are generally situated on the mountains surrounding the city from north and south (Figure 17). Also, there are Soviet housing units on the west and the number of modern residential buildings increases from the east to the west (Figure 18).

The only education campus in the region is the University of Sarajevo, but some of the faculties are located outside of the main campus. Faculty of mechanical engineering, mathematics, and philosophy are situated in the south as separate buildings which are very close but disconnected from the campus (Figure 19).

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The density of cultural buildings is mostly concentrated in Old Town, but the Historical Museum and National Museum of Bosnia and Herzegovina are located right across the campus. Next to the east face of the campus, there is the USA Embassy which is protected by high-security precautions. It has sharp borders against the city and it is completely impermeable. It causes campus area disconnected from the east part of the city by cutting off continuity and integrity flowing from Old City to New City.

As to the north-west part, the density of inactive industrial buildings is quite high (Figure 20, 21). Thus, it has important potential in terms of revitalizing the region. Additionally, failure to use inactive areas also causes several security problems around this region.

Last but not least, some of the buildings used as military barracks since the I. World War were transformed after Bosnian War and started to reuse as educational buildings. However, there are still unused ones within the campus. These will be explained in detail under the title of the ‘Unused Army Barracks‘ section.

B

B A

A Figure 20. Function and Zoning Map (created by authors, 2018) Figure … Function Analysis in Macro Scale (creared by authors)

SECTION AA

SECTION BB

Figure 21. Site Sections (created by authors, 2018)

Nature and View As shown in the site section, the University of Sarajevo campus is situated in the valley where the sloped hills end and it is away from the slope which is a natural obstacle in the city scale. Therefore, the fact that the campus is located at the lowest elevations of the city makes it visible from the hills and upper elevations.

These hills have natural wild green fabric and residential houses called mahalla spreading into the hills. The hills have large green focuses that can be seen on the mesoscale map (Figure 22). The biodiversity is quite rich in terms of flora and fauna, and intense at the top of the hills.

Density, footprint, and heights of the buildings increase from the hills to the river. While the built environment is increasing towards the bottom elevations, the density of natural green decreases and seen as leaking in the built environment (Figure 23).

Figure 22. Meso -Scale Solid-Void Map (created by authors, 2018)

RIVER HILLS

HILLS

Figure 23. Site Section (created by authors, 2018)

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Figure 24. North Hills showing Mahallas (Photo by authors, 2018)

Unused Army Barracks The existing buildings on the campus had been built as military barracks in the I. World War period. They were used as military shelters until the Bosnian War. After that time, they were transformed and started to reuse for educational purposes. The ones marked on the map below are now used as university buildings, but there are still unused ones within the campus (Figure 24). Because they remind the citizens of the anguished face of the war, nobody uses these buildings. Some buildings are being used as graffiti walls by the students who trying to forget the war and cover them (Figure 26).

These unused barracks are ruins in the current situation. They are not convenient places to provide a productive and healthy learning environment for students. On the other hand, these buildings have a remarkable potential to transform and reuse them as compatible spaces with 21st century learning environments (Figure 25). Keeping the structures, or reusing the building materials can be economical and sustainable ways of operating the army barracks without destroying the identity of the region.

Figure 25. Site Plan of the Army Barracks (given by Sarajevo University, 2018)

Figure 26v. An Example of Unused Army Barracks (given by Sarajevo University, 2018)

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Figure 27. David Bowie Mural / Graffiti Walls ( Photo by authors, 2018)

Figure 28. Solid-Void Map (created by authors, 2018)

Problems and Potentials

Problems and potentials formed the basis of first decisions of the master plan.

According to the data extracting from macro and microanalysis, many problems and potentials are detected around the site. Handling these problems and potentials with an analytical point of view formes the basis of the first decisions of the master plan.

Problems and potentials are examined in detail under three main titles: boundaries, land use, and green network. Firstly, the critical problems will be pointed out, then proposed solutions in responding to the problems will be explained under these titles as follows.

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Boundaries As mentioned earlier, the city was established in longitudinal along the Miljacka River at the foot of the mountains. The mountains and the river formed the natural boundaries and shaped the structure and development of the city. However, these limits lead to problems of circulation, transport, and accessibility. The city has been extending to west longitudinally, but the number of vertical passages is not enough to provide the connection between two parts of the river. The first strategy is to link the two parts of the river by vertical connections (Figure 29).

Figure 29. Borders and Connections

Land Use The land is located between Old City where the historical site of Sarajevo and developing New City regions (Figure 30). It is kind of an unidentified threshold and transition zone where the characteristic of the regions change. Besides, the campus located in front of the train station and bus terminal creates a bad impression for visitors who come to Sarajevo for the first time.

The university to be designed has the potential to give an identity to this region, to reflect the characteristics of Sarajevo and to create a good impression of the city.

Figure 30. Land Use and Zoning

Green Network When it is analyzed the characteristics of green spaces in the city, green areas are concentrated in the mountains and by Miljacka River. In other parts of the city, there are also green spaces that are used by the public in different sizes. However, what is problematic here is the discontinuity of green spaces, unused and unidentified urban greens and the inability of serving the public enough. The strategy proposed for this problem is to establish continuity between green areas and redesign the landscape of unused green spaces to be urban greens (Figure 31).

Figure 31.Green Network

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Design Process of Master Plan The main problem is the lack of integration and connection of the campus with the city both physically and visually.

As it is elaborated in the previous sections, the basis of the master plan decisions consists of the analysis of the close surroundings and detection of problems and potentials of the site. After the determination and consideration of the problems and potentials of the site, the design process of the master plan started to develop.

The campus cannot meet the needs and expectations of students as required by 21st century learning environments. Also, the campus is not suitable for education in terms of quality buildings and open spaces. The structure of the campus needs change.

The main problem is the lack of integration, connection and permeability of the campus with the city both physically and visually. Besides, the campus cannot meet the educational needs of the 21st century, and the campus is not suitable for education in terms of buildings and open spaces. The relations between the campus and the built environment needs to be reconsidered in the main principles of the master plan.

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Main Design Principles Borders & Connections Opening the campus to the city is achieved by two strategies. The first one is to remove the borders and increase the level of permeability and accessibility of the campus. The second one is to hold on to the city by linking the campus with the related functions around as explained as follows.

The impermeable green area and the existing fences on the southern edge of the campus cut the connection off between campus and Zmaja od Bosne Street which is the primary line of the city. The connection between the campus and commercial areas across the street is also quite weak due to the green zone. However, this green area creates a buffer zone for noise prevention and it contributes the campus to be a convenient place for studying (Figure 32). By removing the existing fences enclosing the campus, it is aimed at the area to be permeable.

Figure 32. General View of Master Plan (created by authors, 2019)

One of the most significant ways of providing integration of the campus with the city is establishing strong connections with the close surroundings (Figure 33). In this sense, designing a master plan within the boundaries of the campus is not enough to make it a part of the city. Making urban interventions and re-functioning inactive areas provide the campus to be a part of the city. Since the USA Embassy is preserved by a high measure of security, it is not allowed to be intervented by any kind of institution.

However, train and bus stations, inactive spaces and the other education buildings are open to establishing a connection with the campus.

Figure 33. General View of Master Plan (created by authors, 2019)

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Cultural Axis In response to lack of vertical connection, the riverside and the train station are connected through the existing primary road on the campus and people can reach the natural green area on the hills starting from the riverside directly. As a second phase, a cultural corridor has been proposed. This axis links the National Museum and History Museum with the library building that planned to be built. Also, other cultural functions in the program are put on this line. Thus, the cultural functions are overflowed into the campus and this area is defined to become the focal point of the region. On the other hand, since it is one of the most important decisions for urban citizens to benefit from the campus, it is achieved to unite the culture and the citizen (Figure 34).

Figure 34. Vertical Connection and Culture Corridor

Zoning The core of the campus consists of academic units, the main educational functions are concentrated in the core of the campus. The functions that can be used by public are put on the outer walls and these areas are the buffer zones which both students and citizens can use concurrently. Thus, it will be achieved to meet the academy and the public in the buffer zones of the city (Figure 35).

Functions The cultural axis consists of a museum, a social area, and a library, and the activities of the campus are intended to be used as public spaces. The faculties are gathered at the core of the campus with educational commercial units on the southern wall, thus providing a functional but non-physical connection to the commercial area.

Another buffer zone is the mixed-use area on the west wall, which is concentrated with residential and industrial buildings and contains the functions of the campus that contribute to the production. The north-western area is a residential area that is thought to be a bit more isolated from the campus. The sports areas are planned in connection with the north street and it is aimed to be within reach for the citizens.

An underground car park is considered in the north wall and it is aimed to increase bicycle and spring transportation within the campus (Figure 36).

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Figure 35. Zoning

Figure 36. Distribution of the Functions

Entrances The campus has 3 main entrances. The primary entrances are the main existing entrance and exit on the east side of the campus and they are on the public axis connecting the city and the railway. The reason behind the decision of keeping the existing entrances is the density of students, academicians and urban residents and the intersection with the existing transport network. The secondary entrance which is also existing but closed one located nearby the murals is on the west side of the campus. Opening this entrance contributes the campus to use by the public and to be a city campus. Another entrance is the tertiary entrance from the west. Unlike the main defined entrances, this has no limiting elements such as wire fences on the wall of the campus and the type of this entrance is more like a pathway that students will use mostly (Figure 37).

Figure 37. Main Entrances of the Campus

Figure 38. Top View Showing Entrances of the Campus

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Transportation Public Transportation & Car Routes Since the campus is aimed to be an environmentally friendly campus, it was aimed to reduce the rate of vehicle use. Therefore, it was decided not to take any vehicles into the campus except for an emergency. The campus is accessible from the South by public transport and the car entrance is placed on the North (Figure 39).

Figure 39. Public Transportation

Pedestrian & Bike Transportation The campus is a pedestrian-friendly campus (Figure 42). The students come to the entrance by using public transport and they can reach everywhere on the campus by walking. The bicycles can enter as a continuation of the bike road in the city and there are bike parking areas on the campus (Figure 40,41). 刀伀䄀䐀 吀夀倀䔀匀 䌀愀爀 ⠀䔀洀攀爀最攀渀挀礀 匀椀琀甀愀琀椀漀渀猀⤀ 䈀椀欀攀ⴀ倀攀搀攀猀琀爀椀愀渀 刀漀愀搀猀 倀攀搀攀猀琀爀椀愀渀 刀漀愀搀猀

Figure 40. Pedestrian and Bike Transportation

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Figure 41. Outer Circulation Front View

Figure 42. Pedestrian Friendly Campus

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Axes, Squares and Platform The backbone of the master plan develops with the determination of main axis, squares and platform of the campus.

There are 3 main axes on the campus. The first is the public axis where the city and the campus will be connected. It connects Zmaja od Bosne Street and Krupska Street on the pedestrian axis. Thus, students or citizens who want to reach the river or the city meet on this axis.

The second is the academic axis which is used by the students and which gives the facade to the faculties. At the two ends of the axis, two squares have been defined, allowing students to meet and spend time.

The third one is the student axis, more related to students and social functions. Also, it has relations with other faculty buildings and dormitories outside the campus. On this axis, there are existing army barracks and graffiti walls that are intended to be protected. The reason behind this decision that the students gather around the David Bowie mural and do their activities in this area. On the other hand, it is aimed to preserve and maintain the existing collective urban memory by restoring these ruins (Figure 43).

Figure 43. Main Axes of the Campus

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Cultural Route The public axis is aimed to become more defined with the existing cultural corridor. It is aimed to make the region a more defined area, to revitalize the existing museums and to enable citizens to get involved in the campus through the cultural corridor. This corridor starts from the museums, continues with the art faculty and performing art center planned at the entrance of the campus and ends with the new library designed to be built (Figure 44).

Culture corridor is public axis that take people into campus through the city museums, art center and library.

Figure 44. Cultural Route Main Axes of the Campus

Academic Route The academic route is the main spine of the campus that connects the public axis and the student axis. There are educational functions and faculties on this route that are all interrelated and connect with open spaces. In addition, this route contributes outer faculties in the south to be included in the campus along with the student axis (Figure 45).

Academic axis connects all faculties with the open learning spaces.

Figure 45. Academic Route

Social Route The social route is the route where students can socialize and spend their extracurricular time. It connects the housing with the social spaces and the activity square with the academic axis. This relationship has been strengthened by the recommended cafĂŠ road where students will use as informal self-study and socializing areas. It is predicted that students will spend most of their time there.

As to the dormitory, it is located in a more isolated area of the campus in the northeast direction, but still within reach from the city (Figure 46).

Social-student axis serves to social functions, informal working spaces and accomodation units that students can spend their free times mostly.

Figure 46. Social Route

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Figure 47. Academic Axis From Top of the Platform

Platform As defined, the public axis integrates the public and academy. To strengthen the use of the axis and to maximize the public space on this line, carrying the publicity to upper elevation and creating a public platform has been proposed. The platform connects the railway by the river directly and provides the citizen to see and experience the activities on the campus. It offers a number of vistas of the campus for the pedestrians passing through the platform (Figure 48).

The functions that the platform can relate to and touch are specifically selected. The first is the faculty of arts and performing arts center, which is a part of the cultural route, the others are the faculty of law and sports facilities.

Therefore, the citizens can have a chance to get involved in the events of faculty of art, to observe the court of faculty of law and to do sports.

Figure 48. Platform

Squares Squares are the activity points that the 3 main axes intersect (Figure 49,50,51). The activities in the squares are designed as open space activities that may vary depending on function, season and demands. These squares can be used as concert areas, exhibition areas, and ice rink.

Figure 49. Concert

Figure 50. Exhibition

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Figure 51. Ice Skating

甀瀀猀欀愀 Vertical Connections Sport Facilities

Faculty of Agriculture

Faculty of Foresty

Upper Public Usage Library

Faculty of Economics

Faculty of Political Sc.

Faculty of Criminology

Integrated Facuilties

Faculty of Law Faculty of Art

攀

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Platform

UNIVERSITY OF SARAJEVO MASTER PLAN

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EXPECTED PROGRAM

BY UNIVERSITY OF SARAJEVO Faculty of Economics Faculty of Criminology Faculty of Political Science Faculty of Law Faculty of Agriculture Faculty of Foresty Academy of Theatrical Arts Music academy Institutes Residential Student Center Sport Facilities

20400 m2 5500 m2 9900 m2 18100 m2 12300 m2 8400 m2 3500 m2 5300 m2 31200 m2 16500 m2 6600 m2 7200 m2

Building Orientations Sport Facilities

Library

Art Faculty

Agriculture and Foresty Faculty Residential

Economy Faculty

Research Institute

Law and Crim. Faculty

Student Center Figure 52. Building Orientation

Building orientations of the master plan are shaped according to the main axes. An 8x8 meter grid system has been created in the directions of the 3 axes as the base that masses to be placed. All the masses face the main axes and take their entrances from these axes except some buildings which have double entrances. With an approach that coincides with the requirements of 21st century learning spaces, open space organizations have been developed in parallel with closed spaces as well. Open spaces are the places where students socialize and informal learning takes place, thus they are as important as closed spaces and it cannot be thought as separate from the closed spaces. Open, semi-open and enclosed spaces are fed by the main axes and the transition, balance, and distance between them are taken into account in the process. The size of the masses, number of stories and their projections on the field were calculated according to the sqm specified in the program given by the University of Sarajevo Rectorate (Figure 52).

The buildings that emerged as whole masses in the first stage have been developed by the entrances, natural light and ventilation needs of the buildings and the relations between the faculties. Therefore, they are evolved into fragmented masses with courtyards and green roofs according to the needs of the faculty (Figure 56).

The orientation of the buildings was handled on the master plan scale, no decision was made on the architectural scale and the interiors of the buildings were not designed. Therefore, the main layout of the masses in the master plan and their projections on the land do not reflect the exact form of the buildings.

The decisions of the master plan are intended to be a guide for the faculties to be built in the future. Building forms can be designed with different architectural styles and approaches by protecting basic decisions.

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Building Masses and Function

Cultural Functions As the continuation of the cultural corridor, the faculty of arts and performing arts center is located in the south of the library to be built. Performing arts center takes people into it from the south facade.

The entrance of the art faculty is on the public axis and closer to the library. Although they have different entrances, the performance arts center and the faculty of arts are conceived as integrated masses.

As to Sports Hall, it is placed in the north, near the car road and parking lot for citizens to reach easily day and night time by car (Figure 53).

Sport Facilities Library

Art Faculty & Performing Arts Center

Public Axis

Figure 53. Cultural Functions

Academic Functions

Faculty of Agriculture Faculty of Foresty

There are the library and the research institute at the beginning and end of the academic axis. Other faculties are situated along the axis between these two. The faculty of agriculture and forestry are placed in the north as they are close to the natural green areas. The faculty of economics, law, political sciences, and criminology are in the south. The law faculty works with the other related faculties of political sciences and criminology as integrated masses (Figure 54).

Research Institute Academic Axis

Faculty of Law ad Criminology Faculty of Economics

Figure 54. Academic Functions

Social Functions The region with graffiti walls is designated as the area for student activities and it is suggested that David Bowie mural be restored and converted into a student center. Also, there is an open-air cinema opposite the student center which supports the outdoor activities concurrently. The canteen is located between the research institute and the student center and the pathway between canteen and student center leads to the cafĂŠs street. Lastly, dormitories are located where the social axis ends and gives a panoramic vista to the mountains from the north (Figure 55).

Student Residents

Canteen/Cafe Student Center

Social Axis

Figure 55. Social Functions

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Library

Design Process with Physical Models

Figure 56. Physical Model of University of Sarajevo Campus (created by authors)

Figure 57. Process of Physical Model

Green Design and Sustainable Strategies The notion of a sustainable environment is a concept that increasing in importance and discussing frequently in recent years. With the development of technology, sustainable systems and strategies are being developed for future generations and a more liveable world. There are many areas where these strategies have been developed, but the systems developed and used in universities are one step ahead in terms of their role in society’s environmental consciousness and development. For that purpose, universities that researched sustainability, developed strategies and applied them on their campuses were born and called green campuses (RĂźĹ&#x;en, 2018).

In the 1800s, the world began to be dragged into danger by the consumption of non-renewable resources and pollution caused by the industrial revolution. The energy consumed was not produced, and what we received from nature was not given back to nature. For this reason, new strategies on the correct use of resources and renewable energy concepts have begun to be developed. These sustainable strategies for a greener environment contain sustainable building design, renewable energy, water reuse, waste disposal of and green transport, etc. In order to achieve this, society had to be educated and raised awareness of the community in this regard.

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Figure 58. A view from the top of the Platform to the Library

The next generation should develop by gaining environmental consciousness by finding solutions to the problems of the era. The best way of engrafting ecological awareness is to design green campuses and schools in order to provide students with research and study areas in this field. Green campuses are the basis for sustainability studies and the development of the university as well as for students to gain ecological awareness.

In light of such information, green campus design is not only the place where sustainability solutions are produced within the boundaries of the university but also the place where the ecological awareness of the society contributes to creating a more sustainable and green world by producing. In order to achieve this purpose, the master plan of the University of Sarajevo has been conceived as a green campus too which contains sustainable strategies in terms of energy use, water recycling, transportation, biodiversity, and waste (Figure 59). These active and passive strategies are applied to landscape, transportation systems, zero carbon emission buildings, energy efficiency, water collection systems. The sustainable strategies of the campus will be explained in detail under two titles: passive and active strategies.

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Energy Generation PV Panels

Rainwater Harvesting & Waste Water Management

Agriculture Area

Eco-Friendly Transportation

Green Roofs

Figure 59. Green Design Strategies Used In The Campus, 2019

Courtyards

Green Buffer Zone

Passive Strategies Passive design is briefly defined as a set of permanent decisions to reduce energy consumption and improve the thermal comfort of a building in the built environment and building scale. The building form and thermal performance of building elements (including architectural, structural, envelope and passive mechanical) are carefully considered and optimized for interaction with the local micro-climate. The ultimate vision of passive design is to fully eliminate requirements for active mechanical systems and to maintain occupant comfort at all times (URL 3).

Passive design strategies in architectural scale consist of passive heating, passive ventilation, passive cooling and daylighting. However, transportation planning and landscape decisions can be added to these strategies on an urban scale. As to passive design elements which refers to, these are site and orientation, building shape, landscape considerations and transportation, space planning, buffer zones, windows, solar shading, thermal mass, thermal insulation, air, and moisture tightness.

Green campuses develop passive strategies that are applied to buildings, landscapes, and transportation systems.

In the scope of the design of the University of Sarajevo campus, it is aimed to encourage passive design strategies in master plan scale such as public transportation or pedestrian-friendly designs, well planted green areas providing natural shading, biodiversity, natural lighting and ventilation in building masses (Figure 61).

BU GRAFİK ELDEN GEÇİRİLECEK

Figure 60. (a) Natural Light and Ventilation

Figure 61. Pedestrian & Bicycle friendly campus

Figure 60. (b) Public Transport

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Natural Lighting and Ventilation Providing natural lighting and ventilation is the most essential passive design strategy in the master plan. Creating courtyards maximizes the use of daylight and natural ventilation in the building, also it consumes less energy by reducing the heating and cooling load (Figure 62).

These courtyards do not only have advantages in terms of energy but also allow students to use courtyards as social gathering spaces. Besides, considering the effect of indoor conditions on students and learning action, natural lighting and thermal comfort increases the efficiency in education.

Figure 62. Natural Lighting & Ventilation

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Landscape Design The aim is to create a different kind of green recreation areas for different usages in the campus.

Enhancing the diversity of open green spaces will decrease heat island effect, increase shaded areas and support campus life.

The landscape design of the campus is designed in 3 main categories according to the density and use of green. The first one is low-density green areas covered by grass and planted with flowers and shrub. The second is medium density green areas also called structural landscape which contains medium-sized trees and shrubs.

The third is large green areas with the highest density, including large trees, buffer zones, and natural green areas. Besides the plantation, pedestrian walkways, pavement widths, material selection, sitting elements are conceived to enrich the quality of the landscape and open spaces (Figure 63,64).

Figure 63. Landscape Design Strategies

Figure 64. Landscape density of the Master Plan

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Biodiversity The natural vegetation and diversity of Sarajevo play an important role in shaping landscape design. After analyzing the existing vegetation and types of trees growing in Sarajevo, it is decided to preserve existing trees and vegetation. Trees that grow there are preferred in planting and landscape design because of the ability to adapt to the climate of the region.

Flowers, Planting, Grass

Sarajevo is under influence of the European continental climate from the North, and the Mediterranean from the South. It is extremely hot in the summertime, cold and snowy in the wintertime. The rate of humidity is not very high there. For this reason, the selection of trees is crucial for protection from the sun and hot weather. It is decided to plant the most common trees for the protection and maintenance of vegetation. Fir tree, pinus pine, beech tree, and an oak tree are the most common tree species in the region as shown in (Figure 65). These trees used in the high-medium density green areas are large ones creating shadows. Also, green areas with low density are greened with grass and ornamental plants (Figure 66).

Pinus Pinea Tree

Beech Tree

Fir Tree

Oak Tree

Figure 65. Selected Tree Types for the Climate

Figure 66. Green Areas of the Campus

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Active Strategies Besides passive strategies, there are active strategies on the campus to reduce energy consumption. Active strategies generate energy by using technology and technology-based knowledge. Active strategies are developed as mechanical systems such as water collections systems, solar panels, and wind tribunes, etc. The University of Sarajevo is designed to generate its energy through active-mechanical systems. These systems are handled under four main titles: rainwater management, energy solutions, building elements, and agriculture.

Rainwater Management Rainwater management is based on collecting rainwater by creating a water cycle scenario. Firstly, rainwater is collected by the collectors on the roofs, then it goes down through pipes. After that, it is divided into two arms, the first pipe is for raw water to irrigate trees and plants. The second pipe is for refining. After refining it, clean water goes to the water tank to use for the heat pump system (Figure 67). The clean water is heated and distributed from the ground to the buildings again, and it is used for heating and hot water this time.

Figure 67. Rainwater Management of the Campus

Energy Solutions There are urban types of furniture designed to be used as energy generators on the campus. Three prototypes are produced as solar panels and air cleaner. These types of furniture are developed to produce energy, to clean the air and to be used as a seating element (Figure 68).

Figure 68. Urban Furnitures

Building Elements Elements and systems to be used in the buildings will also generate energy and reduce the carbon footprint of the buildings on the campus. It is aimed to use roofs as the fifth facade. Putting solar panels on the roofs and applying green roof systems to the roofs will contribute to energy generation and energy conservation (Figure 69).

Figure 69. Solar Panels & Green Roofs

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Agriculture The field between the faculties of agriculture and forestry is used as the agricultural area where irrigation is provided by the rainwater collection system. There, it is aimed at students in the faculty of agriculture to make hands-on training there. Also, it enables organic products to be sold and contribute to the economic sustainability of the university (Figure 70).

The agricultural area slopes by stepping towards the green area in the north to create a feeling of integration with the mountains when viewed from the campus (Figure 71). The area under the slope is used as a closed car park.

Irrigation of the agricultural area is provided by the pool where rainwater is collected in front of the area. The water is distributed to the area from there, the excess water accumulated in the soil leaks down the slope and returns to the water collection reservoirs for further purification.

Figure 70. Agriculture Area

Figure 71. Agriculture Area towards to the Mahallas

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4. ARCHITECTURAL DESIGN Architectural Style and Material Analysis Inspirations from Sarajevo Master Plan Design Principles - Chosen Faculties: Art and Law Faculty - Functions & Integration of the Platform Faculty of Art - Design Principles - Circulations, Axes and Entrances - Platform - Plans, Sections and Elevations - Green Strategies & Material Decisions - Energy Simulations Faculty of Law - Design Principles - Circulations, Axes and Entrances - Platform - Plans, Sections and Elevations

Figure 72. Model of the Art and Law Faculty

Architectural Style and Material Analysis It is crucial to understand the architectural texture of the city in order to design a building complying with the environment where it settles. Hence, the architectural design process of the University of Sarajevo starts with the material analysis and architectural properties of the surrounding buildings.

The range of material the city vary in parallel with historical and architectural development on the macro scale.

From Old Town towards New Town, it is seen that the use of traditional materials is replaced by modern materials.

During the Ottoman period, Old Town was dominated by residential, commercial and religious buildings made by traditional materials such as wood, natural stone, and brick, also traditional methods of construction were used and the buildings were closer to human scale. As to the Austrian-Hungarian period, the cultural, educational and public buildings were built and the scale of the buildings started to grow. Towards New Town, the use of concrete, steel, and glass, which have become widely used with Modernism, increases remarkably. In the developing western part of the city, the scale of the new structures made by steel and glass is growing and the majority of the buildings consist of high-rise skyscrapers, business centers, and shopping malls (Figure 73).

OLD TOWN NEW TOWN

Figure 73. Examples of the Architectural Style & Material Analysis

Glass

Concrete

Plaster

Brick 66

Natural Stone

Wood

When the architectural styles of the surrounding buildings to which the campus will relate are examined in the micro-scale, it is seen that the educational and cultural buildings were designed in the modern style and constructed in the modern period. There are the philosophy, mathematics, mechanical engineering faculties of the University of Sarajevo and the Historical Museum of Bosnia and Herzegovina as modernist buildings in the south of the campus (Figure 74). It is observed that the architectural styles, the material used, ground floor uses are the common features of these buildings.

The forms of the buildings are simple and free from details and ornaments. Concrete and glass are the dominant materials widely used in modernism. The ground floors are transparent, permeable and more open to public use.

Also, the use of columns is common in places where withdrawals of the ground floor borders occur. Thus, the use of urban ground is maximized by increasing public use. In this context, analyzing the architectural features of the surrounding buildings will form the basis of the architectural design decisions of the faculties to be designed.

Figure 74. Education Buildings in the Close Surroundings

Color Analysis of Sarajevo City 67

Inspritaions from Sarajevo Divided Masses / Sarajevo

Divided Masses / Law Faculty

When the city is examined, the traces of the Soviet period and the modernist buildings in the healing process are seen as well as its historical texture.

When the surroundings of the campus were examined in detail, it is noticed that there are similar architectural features (Figure 75).

Urban Ground Usage / Sarajevo

Urban Ground Usage / Art Faculty

Generally, the ground levels of the buildings around the campus are urban ground and the upper levels are defined as divided masses. The campus is also designed as a divided masses, thus maximizing sunlight intake.

Ground levels are generally public and the possibility of meeting students and citizens is maximized.

Passage / Sarajevo

Passage / Law Faculty

Collonaded Entrance / Sarajevo

Collonaded Entrance / Art Faculty

The passages in the historical texture of the city and opened to the street on both sides were used to connect the faculties and some functions. If it is examined in the case of law faculty, one side is a fiction that opens to the street and passes directly through the faculty to the academic axis. While passing, the citizens are expected to be included in the virtual court and spend time in the cafĂŠ and green area.

Figure 75. Architectural Inspriations from Sarajevo

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Another inspiration is collonade systems from the surrounding modernist buildings. The collonade system, which is commonly seen in the faculty of art & performing art center, helps the publicity and the students flow into the faculty.

Master Plan Design Principles a. Mass Form

d. Carrying publicity to upper floors by integrating public platform

b. Transparent Ground Floor Usage

e. Divided masses and courtyards allow to get max. sunlight

c. Permable Ground Floor by Creating Passages

f. Living upper area by help of divided masses and courtyards

Figure 76. Master Plan Design Principles

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Chosen Faculties : Art & Law Faculty

Figure 77. Chosen Faculties: Faculty of Art & Faculty of Law

Law School, Art Faculty and Performing Arts Centre are chosen faculties to work on (Figure 77).

Main reasons affecting the decision are: - The strong relations of Performing Arts and Law faculty with urban and open green spaces.

- Functions of buildings: For example, Art Faculty includes both learning and performing areas.

- Potential of thinking about new ways of studying law and proposing new education methods in terms of very conventional systems in both faculties.

- Touching the public platform.

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Figure 78. Site Plan of the Art and Law Faculties

Architectural Design Principles: -Transparency/Openness -Welcoming Spaces -Collaborative Spaces -Natural Lighting,ventilation -Blurring borders and boundaries -Feeling of being together -Zones for communication -Sense of belonging -Flexible and Dyamic Spaces

-Flexible and Dyamic Spaces -User Centered Design -Innovative and Creative Spaces -Group and independent Study -Inclusivity -Healthy Spaces -Visually/ physically linked spaces -Large staires for encouraging walks and talks

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Functions & Integration of the Platform

The platform takes publicity to the upper levels, organizes open, semi-open spaces and divided masses, strengthens the possibility of citizen and student contact by intermeshing faculties.

Also it connects riverside and the railway station.

Figure 79. Integraton of the platform to the facultiies

Figure 80. A general view of the Sarajevo University Campus

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Figure 81. Functions of the faculties

ART FACULTY & PERFORMING ARTCENTER ARCHITECTURAL PROGRAM

LAW FACULTY ARCHITECTURAL PROGRAM:

Music Section (Transformable) - Individual Working Areas - Group Working Areas - Rehearsal Studios - Insturment Cabinets Theatre Section - Ateliers and Studios - Rehearsal Studios - Changing Rooms - Costume and Storage Rms. - Social Areas - Lounges Performing Arts Centre - Foyer - Ticket Office - Exhibition Areas - Main Performing Hall - Backstage and Tech. Rms. - Costume Rooms - Administration

Education Units - Amphitheaters - Transformable Classes - Changable Classess - Virtual Court Self-Learning Areas -Individual Working -Group Working -Law Innovation Offices -Law Clinics Social Areas -Resting Areas -Lounge Research Areas -Digital Library -Archieve -Stationary Administration -Academicians’ Rooms -Offices

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Faculty of Art & Performing Art Center Design Principles Mass

The art alley

Functions

The core

Studio diversity

Integration with the platform

The Faculty of Art and Performing Arts Center is the most important location where it is the first meeting point of the campus and the city.

Besides, it is the main backbone of the cultural axis taken in the master plan decisions. The faculty includes art activities in addition to its educational function and the faculty is intended to support the Sarajevo Film Festival, which is held regularly every year.

The Faculty consists of two main departments; music and theater. The two departments are connected by an art alley. Since it is not possible to think music and theatre are unrelated professions, the city is intended to be included in campus and the education. Art alley connects faculties and establishes relations with the platform. It also defines open and semi-open areas of the faculty. These areas are also used as public spaces and suitable for students to perform improvised performance.

Performing Arts Center is the core of the faculty. It is in a position where the citizens can easily reach from the city and have a direct and indirect connection with the faculty and the surrounding cultural functions. This center works compatibly with the use of the students and the activities in the city. The faculty of theater is directly connected with the performance center and students can use both the rehearsal stage and the stage of the art center. The auxiliary functions of the mass are suitable for the education of the students and are intertwined with the faculty.

Classrooms of the faculty of music and theater vary according to the learning ability of the students, in contrast, the old-style classes according to the 21st century learning environment. For example; classes differ according to the instrument the student plays individually and as a group. For more crowded sections such as the choir, classes that vary according to the number of people and functions are proposed.

The platform has two different relationships with the mass. The first is that the platform connects directly to the faculty through event amphitheaters, where the citizens experience students’ musical or theatric performance or rehearsals and try the instruments in the experience workshops. Another relationship is the visual relationship; the citizen only sees the lessons and thus does not distort the attention of the students.

There are also exhibitions and sales functions where citizens can experience the instruments which students produce and purchase them to support the students.

Figure 82. Design Principles of Art Faculty

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Circulation, Axis and Entrances Library

Public Axis

Art Faculty

Art Alley

Parking Entrance

Cafe Entrance

Performance Art Center

Instrument

Art Alley

Main Entrance

Art Alley

Zmaja od Bosne

Circulation

Ground Floor Plan Diagram 75

Platform

Figure 83. Integration of the Platform to the Art Faculty

The platform, where the citizens can experience the campus, establishes a strong relationship with both the art faculty and the law faculty. This relationship is limited or directly related to the functions of faculties. The faculty of art is connected to the platform by the amphitheater and vertical circulation at the ground level. This situation makes it easier for the citizen to reach the river or the railway station (Figure 83, Integration of the Platform to the Art Faculty). At the same time, as citizens walk on the platform, they establish a visual and aural relationship with the lectures and rehearsals within the faculty. One of the most important design inputs of the project is the establishment of a visual and aural relationship between the city and the campus to spread the art and appeal to every person.

On the other hand, the platform provides semi-open and open areas as a canopy element. It creates a protected area in Sarajevo climate, which is very hot in summers. In winter, it makes transportation within the campus easier in cold and rainy weather. The platform, which is more prominent on the public axis of the campus, narrows on the academic and student axes of the campus and becomes just a canopy element that cannot walk.

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Plans, Sections and Elevations

Ro

be

rta

C.

Fr as

Art Alley

Public Axis

ur ea

Ground Floor Plan

The first floor is the level where the platform has a direct relationship with the citizen and the citizen can participate in the activities. Also, this level usually includes classrooms that vary according to the visual relationship, instrument sounds, and several students. The classrooms associated with the platform that are a group or individual classrooms and instrument classrooms are directly related to the platform. Group lessons are disconnected from the platform with the green buffer zone so as not to distract the students. Theater studios are associated with the rehearsal stage and the music department and the studios can be revised according to the number of people and the course content.

Academician rooms are directly related to the theater faculty and the platform. Because academician rooms are not that much to compare to other faculties and since the academicians of the faculty of music generally work with students one to one, the area of study of academicians are generally considered in the classrooms.

The upper foyer of the performing arts center is also linked to the platform and the faculty and is also directly connected to the restaurant with city views. The auxiliary functions of the performing art center, such as artist rooms have no connection with the faculty and are accessible from the outside.

There are studios on the second floor, which have more students and more sound. The reason why there are more crowded groups at this level is to be isolated from the noise in the individual classes and the platform. This level is not connected to the platform but is interconnected by vertical connections with the other levels.

Also, the music and theater department meet in the open space where the students’ cafÊ is located on this level.

The administration part is a bit disconnected from the faculties and can be accessed from the academician rooms through vertical circulation.

First Floor (+5.00) Plan 78

Figure 84. Entrance of the Art Faculty & Performing Art Center

Figure 85. A view from the Public Platform

Second Floor (+9.00) Plan 79

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Figure 86. (a) A view from the Public Platform (b) Entrance of the Performing Art Center anf The Courtyard

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Figure 87. A view from the Zmaja od Bosne Street

South Elevation 83

Green Strategies & Material Decisions Sustainable strategies implemented in the faculties are based on the sustainable decisions taken in the master plan. This process starts from the early stage, considering the environmental impacts, energy consumption, and sustainable design strategies. All the decisions are taken at the beginning, especially for the operational stage. In that sense, the buildings on the campus are designed as energy-efficient buildings and they are intended to reduce energy to a minimum. Therefore, it is decided to design the faculties by applying passive design strategies.

The passive design decisions of the faculty of art include division of the masses to provide natural lighting and ventilation, the balance between indoor and outdoor spaces, orientation and organization of spaces, material selection and use of solar control elements on the facades. Also, the flexible and transformable spaces allow the faculty to be renovated and reused in the future. Besides, active and mechanical systems are also used in the building to support passive systems and to contribute to the use of energy and resources more efficiently.

As to material selection, concrete is preferred as the main and dominant material according to the material analysis of the surrounding buildings. Concrete is used with different types and textures in both the interior and exterior spaces of the faculty of art to make the buildings fit with the urban fabric. To differentiate the performing arts center, which is the main center of the faculty of art, corten is used as the material instead of concrete. In addition, the use of the corten steel allows the building to adapt to the contemporary 21st century architectural approach.

All facades of the faculty are covered with argon filled low-E glass and shading elements made by timber are used on the south, west and east facades for controlling the sunlight (Figure 88).

Corten Steel

Exposed Concrete

Argon Filled Low-e Glass

Figure 88. A view from the Art faculty & Performing Art Center

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Timber Shading Elements

Energy Simulations the mass area

Figure 89. (a) Divide two parts through the functions and take advantage of natural ventilation

Figure 89. (b) Open space on the ground floor for the circulation of

Figure 89. (c) Open space on the first floor for the circulation of ventilation

The concept of BIM is defined as the crucial transition in design practice from computer-aided design, which is the traditional method, to information-based design and building model (Sacks, 2018). The energy calculations of the faculties aim to see and evaluate the contribution of energy optimization to the design process in the Faculty of Arts at the University of Sarajevo by creating an energy model via BIM. The study is structured in three main phases, focusing on daylight strategies, wind ventilation strategies, and energy costs.

From the initial design stage to the final product, energy optimization tools have been encouraged to rethink their ventilation strategies, to provide solutions in design according to windowto-wall ratios based on energy loss, daylight saving and shading results (Figure 89).The first design idea of ​​the project is based on field analysis and climatic data. There are three main decisions: mass (form-finding), the general orientation of functions (circulation, space organization, etc.) and material. The main parameters behind the initial decisions are user needs, the main function of the building and sustainable needs such as sunlight control, wind need, shaded common areas and energy consumption. In the early stages of the design, Revit-Insight and Archidynamics were used to validate energy decisions.

As a result, the design and decision-making of the architectural design process and sustainable strategies affect the life cycle of a building with energy optimization tools. Energy, form-finding, lighting and cooling strategies should be considered as a whole and should be designed together from the early stages of the design process. When designing sustainable buildings, BIM-based new energy simulation software help architects to solve potential problems, and integrate sustainable strategies into buildings more quickly and efficiently (Figure 90).

Figure 90. First Process of the Energy Simulations with using BIM

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Energy Model & Solar Analysis

Figure 92. Solar Analysis

Figure 91., Energy Model

To get results in Insight, after entering the data, it is necessary to create an energy model (Figure 91).

After the preparation of the energy model, solar analysis of mass is prepared (Figure 92). According to the results of the design process, since the shade ratio is higher on the northern faรงade, it was decided to use fewer sunshades and to put more intense sunshades on the western and southern facades.

Then, it was investigated with the lighting analysis that the areas designed as classrooms received natural light, and if there was a class in the shaded areas, the place was changed (Figure 93).

Figure 93. Lighting Analysis

Insight Outputs

Northerrn Wall Analysis

Southern Wall Analysis

Western Wall Analysis

The analysis results show the window-wall ratio, window shades and the quality of the glass. The triangular sign shows the simulated building. On the north sides, all values outside the cost of the glass used indicate a value above 0. This means that the WWR on the northeast fronts is lower than expected, and the shading of the east side is insufficient. A shading element design is required for the eastern faรงade.

Thanks to the sunshades added to the surfaces that get more sunshine as a result of the initial analyses of the south facades, the results show very good values below zero in terms of shading and glass type. However, WWR was higher than expected. The high interruption of WWR means that the energy loss in the building envelope is higher than normal. Covered, the annual energy cost of the building will be high. As a future design strategy, redesigning surfaces on the southern front may reduce energy loss.

According to the results of the analysis, the window-wall ratio on the western facade was slightly higher than 0. The window openings on the wall should be slightly lowered. The shading rate is 0 as expected. The window type has a negative value since it has high insulation according to climate data.

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As a result of the energy analysis, sunshade elements have been proposed to take the sunlight in a controlled manner to the places that receive excessive sunlight. In places with less sunlight, sunshades were used more intermittently.

Also, the urban furnitures on campus were designed according to sustainability principles and produced their electricity and transformed into charging units. The seating units, which differ according to their functions and sound intensity, are placed on the facade entrances and the platform (Figure 94).

Figure 94. (a) Sunshade elements from the workshop area

Figure 94. (b) Sunshade elements from the platform

Figure 94. (c) Sunshade elements in front of the studios

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Law Faculty Design Principles Mass

The passage

Functions

Integration with the platform

Upper level of the platform

The canopy

Figure 95. Design Principles of Law Faculty

The faculty of law is located in one of the critical points of the campus. The area is situated just behind the green buffer zone facing the Zmaja od Bosne Street. Therefore, faculty of law has an important role in connecting campus with the city.

As the charecteristics of law education is examined, it is obvious that the curriculum of the faculty of law requires rational solutions in spaces. There are a large number of students, lessons are taught in bulk and quiet workplaces are needed.

In this sense, the architectural design process of the faculty of law adhering to the main master plan architectural decisions is developed as follows: The process starts with a monolithic mass which fits to the field. The mass is divided into two by a public passage that allows access to the academic axis from Zmaja od Bosne Street. This passage do not only divide it into two physically, but also conceptually. The one close to the public axis includes self-study areas and social functions. The other includes educational units.

The virtual court where symbolizes the justice is the focal point of the faculty of law and it is a part of the educational units.The court should be visible, watchable and experienceable regaring to the concepts of law, justice, equality and transparency. Therefore, other educational units and spaces are organised around this virtual court.

The decision to move the publicity to the upper elevations and access to the platform was ensured by gaps and openair amphis providing access to the upper elevation in the masses. It allows to take people to the upper level and to work with the public platform and art faculty as a whole.

The larger masses, which assume more public functions on the ground floor, begin to disintegrate and serve to particular functions as they rise to the upper elevations.The education mass rises as a block surrounding the virtual court. The self-study mass is divided into three parts on the upper floors: library, canteen and quiet working space. This fragmentation not only allows the spaces to be privatized, but also helps to get natural light and ventilation.

To increase the efficiency of the use of the upper floor against extreme weather conditions, a canopy that provides the transition between the blocks has been proposed.

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Circulation, Axes and Entrances

Law Faculty

Faculty Entrance

Public Axis

AcademicAxis

Law Faculty

Main Entrance

Zmaja od Bosne

Circulation

Ground Floor Plan Diagram

89

Platform

Figure 96, Integration of the Platform to the Art Faculty

Like art faculty, the law faculty establishes a strong relationship with the platform as well. The platform connects to the faculty of law from where it is connected to the faculty of art. The students and the citizens using the platform can reach the faculty units from the upper level, enter the spaces and communicate visually. It also ensures that these two faculties having distinct charecters develope each other socially and create an interdisciplinary colaboration on campus (Figure 96).

The platform serves as a means of organizing masses and open spaces as well as moving publicity to the upper elevations and stimulating social life. It gives an architectural identity to the building and form completeness with the art faculty. When the projection of the platform is set outwards, it can be seen from the facades and it works as a horizontal shading element which provides sun control on the ground floor. In the open space, the circulation on the platform flows from the platform to the buildings in a continious way, and there are furnitures, openair amphis and landscaping elements where people can sit on along the circulation.

90

Plans, Sections and Elevation

ZEMÄ°N KAT EKLENECEK

91

Ground Floor Plan

First Floor Plan (+5.00)

92

In the ground floor, open plan solutions are used to provide the flexibility in the spaces. There are working modules, law clinics, educational commercial spaces and social spaces such as cafe and coffee houses in the self-study section.

Where the educational units are located, there is the virtual court, main central amphis and interactive classrooms that can be transformed with the entrance lobby. The virtual court is covered by a transparent mesh with glass, and it is visible from the main atrium and all circulation areas.

On the upper floors, there are academic rooms and classrooms together using the same common spaces.

Hence, the meeting points are created and strengthened the communication between students and academicians.

The divided masses which can be accessed at platform level are privatized and used as restaurant, library and individual working space.

Second Floor Plan (+8.00)

Figure 97. South Facade of Law Faculty

Figure 98. Passage of Law Faculty

94

Figure 99. A view From the Secondary Entrance to the Law Faculty

Figure 100. A view From the Green Buffer Zone to the Law Faculty

95

96

Figure 102. Entrance of The Law Faculty

North Elevation

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5. CONCLUSION

Evaluation About Authors References

Evaluation

The University of Sarajevo campus design is a project that starts with a theoretical research process and develops through different scales based on the acquired theoretical background. This study is not only questioning the concepts of education and space in the 21st century but also the product of a process that is thought and designed on the changing individuals and society, urban life, sustainable environment, science, technology, and user experience.

The question of how the conceptual approach can be applied and read in architectural design, structure, and details has been examined from the first stage to the final stage of the project and contributed to the development of our practical and professional skills along with our intellectual skills.

We believe that expressing is an integral part of this process as much as thinking, designing and producing. Through this publication, which constitutes the last step of the project, every stage of the process is explained in detail with visual and texts to share our intellectual and architectural production experience.

It is of utmost importance for us to have done a study that contributes to education, research and knowledge production, and environmental and social awareness of the society and the individual through the design principles handbook of the university campus. We would like to thank our esteemed professors from the academy for their contribution to this architectural thinking, producing and expressing process. We hope that this study will inspire and use it as an academic resource for future studies.

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About Authors Born in 1990, İzmir. Native language Turkish, proficient in English.

Pelin Kocabıyık M.Arch Architect

pelinkocabyk@gmail.com pelin_kocabiyik Istanbul, Turkey

Aslı Yavaş

M.Arch Architect asliiyavas@gmail.com

She started studying architecture at Dokuz Eylul University (DEU) in 2009, after finished Bornova Anatolian High School. She graduated from DEU with an honorary degree. She has participated in several workshops and competitions and she won Jury Special Award in MİMED during her education. She got a master’s degree in Architecture Department at Istanbul Technical University.

During her master’s study, she worked on campus design, the 21st learning environment, sustainability, energy consumption, and BIM issues. She designed Sarajevo University Campus and with this project she attended Mostar Green Design Bienalle.

In her professional life, she worked and completed various office, industrial, residential, hotel, mixed-used and interior projects till today. During this period, she also worked as a Project Architect for international projects.

She was born in 1995, Manisa. After she graduated from Izmir Bornova Anatolian high school, her passion for design, art and creativity led her to study architecture and she chose a career in that way. She graduated with BSc in Department of Architecture from Yaşar University in 2018. As soon as finished, she started to architecture non-thesis master’s program (M.Arch) in Istanbul Technical University and graduated in 2020.

During her masters degree, she worked on 21st century learning environments, green campuses. Also she had the opportunity to participate many projects, competitions and international workshops throughout her education. She designed Sarajevo University Campus and with this project she attended Mostar Green Design Bienalle. She continues her architecture and urban studies as architect.

asliiyavas Istanbul, Turkey

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References 21st Century Learning Environments Hebert, E.A. (1998). Design Matters: How School Environment Affect Children, Educational Leadership Moore, G. , Lacney, J., (1993). Children’s Environments, Vol. 10, No. 2, School Design: A Continuous Process, pp. 99-112 Moore, G. , Lacney, J., (1994). Educational Facilities For Twenty- First Century: Research Analysis and Design Patterns, University of Wisconsin- The School of Architecture and Urban Planning, Milwaukee. Özbayraktar, M. (2004). 3. Binyılda Eğitim Mekanı Planlaması: Eğitim Anlayışı İlişkisi - 8 Yıllık Kesintisiz Temel Eğitim Okulları Üzerinde Bir İnceleme. IETC - November 24-26, Sakarya, TURKEY Singh, A. ,(2014). Challenges and Issues of Generation Z, Volume 16, Issue 7. Ver. I (July. 2014), PP 59-63.

URL 1: <https://www.tru.ca/__shared/assets/cmp_design_guidelines34428.pdf URL 2: <https://ae.ucr.edu/sites/g/files/rcwecm2356/files/2019-04/campus%20design%20guidelines.pdf

Context / Sarajevo Bollens, S. A. (2012). City and Soul in divided societies. New York: Rutledge. Council of Ministers of Bosnia and Herzegovina (2010). <http://www.savjetministara.gov.ba/saopstenja/ministri/default.aspx?id=11160&langTag=en-US> Accessed 10.08.14.

Donia, R. J. (2009). Sarajevo: A biography. Michigan: University of Michigan Press. European Commission, ‘Enlargement’ (2013). <http:// ec.europa.eu/enlargement/ Gül, M. , Dee, J. (2014). Sarajevo – A city profile, Cities 43 (2015) 152–166. <http://dx.doi.org/10.1016/j.cities.2014.11.018 Kotzen, B. and Garcia, S. (2014). LSE Cities: ‘Reconstructing Sarajevo’ report. South East Europe Blog (26 Nov 2014)

Green Design and Sustainable Strategies Rüşen, S. Üniversite Kampüs Binaları için Enerji Etüdü: Örnek Çalışma. Çukurova Üniversitesi Mühendislik Mimarlık Fakültesi Dergisi, 33(2), ss. 83-92, Haziran 2018 <https://muhendislik.cu.edu.tr/tr/Dergi/(33_2_2018)/08.pdf Sacks, R. (2018) BIM Handbook, A Guide to Building Information Modeling for Owners, Designers, Engineers, Contractors, and Facility Managers URL 3: https://vancouver.ca/files/cov/passive-design-large-buildings.pdf

Figures and Graphics Figure 1(a) url: <https://www.iowapublicradio.org/post/iowas-education-system-over-time#stream/0 Figure 2 url: <https://www.bilgi.edu.tr/en/life-at-bilgi/campuses/#santralistanbul-14 Figure 3 url: <https://www.archdaily.com/920764/peter-coaldrake-education-precinct-henning-larsen/5d2559f4284dd1436c00000c-peter-coaldrake-education-precinct-henning-larsen-photo?next_project=no Figure 4 url: <https://www.archdaily.com/925815/john-j-bowen-center-for-science-and-innovation-at-johnson-and-wales-university-architectural-resources-cambridge/5d942630284dd1a8fb00016c-john-j-bowen-center-for-science-and-innovation-at-johnson-and-wales-university-architectural-resources-cambridge-photo?next_project=no Figure 5 url: <https://bluesyemre.com/2017/11/29/library-journals-top-trends-in-libraryarchitecture-year-in-architecture-2017/sorrells-engineering-and-science-library-at-carnegie-mellon-university-pittsburgh/ Figure 10 url: <https://ae.ucr.edu/sites/g/files/rcwecm2356/files/2019-04/campus%20design%20guidelines.pdf Figure 12 url: < http://www.amandarivkin.com/postwar-bosnia-reconstruction/bosnia01 Figure 13 url: <http://dx.doi.org/10.1016/j.cities.2014.11.018 Figure 60 (a) url: <https://www.interactiongreen.com/muji-passive-house/ Figure 60 (b) url: <https://sustainablesaratoga.org/projects/housing-urban-planning/

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Istanbul Technical University Graduate School of Science & Engineering and Technology, Architecture Non-Thesis Master’s Program through the courses Architectural Design I & II themed as “21st Century Learning Environments: University of Sarajevo Campus” between 2018-2020.

Istanbul Technical University

University of Sarajevo

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