Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Gains knowledge about the concepts of environment and ecology and learns the principles of nature.
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2) Learns the history regarding the conservation of natural resources and forms the basis for the historical evolution of sustainable development.
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3) Learns the historical evolution of sustainable development as well as international conferences for sustainability development.
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4) Learns the historical evolution of sustainable development as well as international conferences for sustainability development. Gain knowledge about the concepts of climate crisis, corruption and poverty.
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5) The United Nations' 2030 Sustainable Development Goals are examined.
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6) Learns the concept of sustainable development and the three sub-dimensions of sustainability: economic, social and environmental sustainability.
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7) Learns the details of Environmental Sustainability and has knowledge about the concept of life cycle.
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8) Learns the details of Environmental Sustainability and has information about the carbon footprint and usage areas of businesses.
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9) midterm
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10) Learns the concept of Social Sustainability and other terms within the concept. It can be evaluated from the perspective of businesses.
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11) Joint articles on environmental and social sustainability are examined and diversified with examples.
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12) Learns the concept of economic sustainability and other terms related to the concept.
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13) Articles related to three pillars of the concept of sustainability are examined.
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14) final exam
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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| Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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| Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
| 1) |
In this opening lesson, the long history of the world is explained through the geologic time scale. The general relationship between humans and other species is mentioned through the history of humans. |
It is expected that participants would search for the definition of scientific fields and scientific revolution, therefore, the related fields would be mentioned during the live session.
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To consider the epoch we have lived in the frame of the definitions eon, era, period and so on. the preparation for "Anthropocene." |
| 2) |
The human epoch is touched upon to understand the human effects on the planet. This lecture is an introduction to social history which is addressed in the following topics.
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The documentary "Anthropocene - the human epoch" is required to watch.
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The related chapters of “Sapiens” is required to be read for the next week, while reading the evolution of homo sapiens is strengthened. |
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What is the ecosystem? What is the social system? Does human being behave like the others on the planet? These questions are debated in the frame of human ecology and fundamental concepts about ecology.
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“Human Ecology: Basic Concepts for Sustainable Development.”
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Economic, social, and cultural aspects are begun to be underlined since our fourth week. Human population and population growth are necessarily related to the relationship between human and the planet. |
"Human Ecology: Basic Concepts for Sustainable Development" by Gerald G. Marten is the required reading for these two-three weeks.
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| 5) |
The human epoch is analysed through historical developments. Progressive and reformist perspectives of modern people are underlined within the historical frame. The milestones from agriculture reform to the industrial revolution are dwelled on.
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The related chapters of Sapiens are required readings for this week.
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| 6) |
Globalization in its various trajectories, and reflections on society. Economic changes as potential disadvantages occurred, whereas cultural globalization awoke people and raised awareness about the environment. So, this lecture is a new part about the history of human beings: the nature of human effect starts to change… or not? The purpose of this week is to understand "global" crisis/change/warming through the notion of globalism at first. |
Ulrich Beck. 1992. “The Risk Society: Towards a New Modernity”
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Global change is the main topic to begin with, after that, the concepts of global warming, climate, weather and climate change are mentioned in this lesson. The essential reasons of climate change is debated like greenhouse effect & the visible consequences are exemplified; such as, melting ice & glaciers, sea level rise etc. |
utilizing the article, called "A Study About Realities of Climate Change: Glacier Melting and Growing Crises” written by Bharat Raj Singh and Onkar Singh
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Climate of Doubt, investigates the organizations that challenged the science, and all but took climate change off the table of political discourse |
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The industrial revolution created cities as urban places. In this lecture, referring to industrial places and life at the beginning of the 20th century is dwelled on to perceive the urban-rural distinction, producing relations and so on. Air pollution, plastic pollution and waste, frequency of natural disasters are discussed through the question of whether it is climate change or a crisis already now? |
Anthony Giddens - Politics of Climate Change-Polity (2009)
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Training Modules-2: Global Climate Policies |
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Global Climate Policies are mentioned for this lesson. Kyoto Protocol, Paris Agreement, the attempts and policies by UNFCCC. The essential topic is to investigate what can be done against climate crisis both at individual level & governmental policy? |
Training Modules-2: Global Climate Policies
Paris agreement
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Project Drawdown - website & TED Speak https://www.drawdown.org/solutions
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| 10) |
Through last chapter of the book by Martin J. Bush, the main aim is to understand the possible strategies, solutions, policies. After indicating the sources of ecological crisis, now it is important to develop strategies to end the climate crisis. Therefore, production and consumption are discussed through sociological perspectives. From individual acting to the future of the whole society, we will indicate real cases to recall the importance of recycling, small-size impact of each individual. |
Martin J. Bush, Climate Change and Renewable Energy- How to End the Climate Crisis
Herkes icin iklim; iklim adaleti (climate for everyone; climate justice)
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https://www.wri.org/blog/2020/01/6-lessons-energy-decarbonization-countries-leading-way |
| 11) |
The circumstances of different countries and the attitude of the Turkish state are debated. What have governments done about these issues? After modern society, which way is humanity going to? What is climate justice or what can be the relation between injustice in society and ecological crisis?
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Martin J. Bush - Climate Change and Renewable Energy: How to End the Climate Crisis-Palgrave Macmillan (2019)
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J. Timmons Roberts, Bradley C. Parks, - A Climate of Injustice |
| 12) |
Sustainability and sustainable development concepts are underlined for this lesson. Economic, social and environmental problems and solutions are indicated through interspecies relations, biodiversity, value of coral reef and other marine species for instance. Both social justice in the context of development process of different countries & environmental requirements for human survival are debated through sustainability. |
The Sustainable Development Goals Report 2020
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| 13) |
Social-ecological movements. Young generation and childhood movements. Recent articles via social platforms will be shared to discuss together.
The effects of coronavirus and lockdown, the changing situations in our contemporary world… potential resistance strategies will be given as examples and brainstorming. |
Climate Change Module Series: "Youth for climate action"
https://www.theccysc.com/post/children-in-the-age-of-uncertainty
Materyal
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Youth and Satisfaction with Democracy |
| 14) |
In this ending session, participants are required to have written evaluations of our previous lectures and discussions so that they would lead a brand new debate on possible “pitfalls and potentials” about the relationship between society and ecology.
Documentaries that students suggested in their homework can be watched and discussed together. |
♣ Our Planet
♣ Cowspiracy
♣ Earthlings
♣ 2040
♣ Before the Flood
♣ David Attenboroug: A Life On Our Planet
♣ Green Blood
♣ Disruption
♣ Six Degrees Could Change the World
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Tanasescu - Environment, Political Representation, and the Challenge of Rights/ Speaking for Nature |
(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Owns advanced theoretical and applied knowledge in the field of computer science and engineering. |
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1.1 Owns the comprehensive knowledge about advanced techniques and methods and their limitations applied in the field of computer science and engineering. |
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2) |
Performs advanced application and development in the field of computer science and engineering, reaches, evaluates and applies information. |
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2.1 Reaches knowledge broadly and deeply by application and development in the field of computer science and engineering, evaluates, interprets and applies knowledge. |
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3) |
Defines the problem, accesses data, uses knowledge from different disciplines, designs researches, designs system and process, develops solution methods in order to solve current problems in the field of computer science and engineering. |
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3.1 Complements and applies knowledge with scientific methods using uncertain, limited or incomplete data; can use information from different disciplines together. |
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3.2 Has awareness of the new and developing applications of his/her profession, examines and learns them when needed. |
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3.3 Defines and formulates the problems related to the field, develops methods for solution and applies innovative methods. |
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3.4 Develops new and/or novel ideas and methods; designs complex systems or processes and develops innovative/alternative solutions in his/her designs. |
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3.5 Designs and implements theoretical, experimental and modeling-based research; examines and solves complex problems encountered in this process. |
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4) |
Has the necessary skills and competencies to perform his/her profession in the most effective way and to constantly improve himself/herself. |
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4.1 Can work effectively in disciplinary and multi-disciplinary teams, lead such teams and develop solution approaches in complex situations; can work independently and take responsibility. |
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4.2 Acquires communication in a Foreign Language (English) competence defined on the level of at least B2 in European Language Portfolio. |
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4.3 Conveys the processes and results of his/her studies systematically and clearly in written or verbal form in national and international environments in that field or outside the field. |
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4.4 Knows the social, environmental, health, safety, legal aspects of engineering applications, project management and business life applications, and is aware of the constraints they impose on engineering applications. |
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4.5 Observes social, scientific and ethical values in the stages of data collection, interpretation, announcement and in all professional activities. |
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4.6 Owns the institutional competencies on the graduate level defined by Beykoz University. |
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ECTS Information Package / Course Catalogue