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COURSE INTRODUCTION AND APPLICATION INFORMATION
ireu.ieu.edu.tr
| Course Name | |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| Spring |
| Prerequisites | None | |||||
| Course Language | ||||||
| Course Type | Required | |||||
| Course Level | - | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | ||||||
| Course Objectives | |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description |
|
| Core Courses | X |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Required Materials |
| 1 | Introduction: What is the European Union? | Pascal Fontaine 2006: Europe in 12 lessons, European commission publication, chapter 1 – 5 http://ec.europa.eu/publications/booklets/euglance/60/indexen.htm |
| 2 | Theories of European Integration (Presentation Techniques) | Ian Bache/Stephen George 2006: Politics in the European Union, Oxford University press, chapter 1 |
| 3 | Post War Europe and the Treaty of Paris | Bache/George: 5 + 6 |
| 4 | Europe of the Communities (EDC, EPC, Euratom) and the Treaty of Rome (EEC) | Bache/George: 7 + 8 |
| 5 | Midterm I | |
| 6 | The European Economic Community and the Empty Chair Crisis | Bache/George: 11 + 12 |
| 7 | Enlargement to the South and Single European Act | |
| 8 | Achieving European Union: The Maastricht Treaty | Bache/George: 13 |
| 9 | Preparing for Eastern Enlargement: The Treaty of Amsterdam and Nice | Bache/George: 14 + 15 |
| 10 | Midterm II | |
| 11 | Eastern Enlargement Talks | Neill Nuggent 2004, chapter 3 and 4 |
| 12 | The Membership Perspective of Turkey | Barysch, Katinka/Everts, Steven/Grabbe, Heather (2005) Why Europe should embrace Turkey, chapter 1, 2 (and 3); http://www.cer.org.uk/pdf/p637europeembturkey.pdf David Hanay (2009): Cyprus: The cost of failure; Center for European Reform http://www.cer.org.uk/pdf/bncyprus1sept09.pdfKatinka Barysch (2008): Turkey and the EU: Building ties of mutal benefit, Key Conclusions of the 5th Bosphorus Conference; http://www.cer.org.uk/pdf/bosphorusconclusions2008.pdf |
| 13 | The Constitutional Treaty and the Future of European Integration | Bache/George: 16 + 17 |
| 14 | Review of the Semester | |
| 15 | Review of the Semester | |
| 16 | Review of the Semester |
| Course Notes/Textbooks | The literature above, power point presentations, information taken from the EU website, information taken from the Euopean navigator webpage (speeches, photos, newspaper articles, cartoons) |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | 1 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 15 |
| Presentation / Jury | 1 | 15 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 2 | 40 |
| Final Exam | 1 | 20 |
| Total |
| Weighting of Semester Activities on the Final Grade | 5 | 80 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 20 |
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 16 | 3 | |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 2 | |
| Presentation / Jury | 1 | 4 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 3 | 10 | |
| Final Exams | 1 | ||
| Total | 132 |
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to use the advanced theoretical and practical knowledge that the graduates have acquired in the areas of international relations | X | ||||
| 2 | To be able to examine, interpret data and assess concepts and ideas with the scientific methods in the area of international relations/political science | X | ||||
| 3 | To take the responsibility as a group team member and as an individual to solve unforeseen and multidimensional problems that are unforeseen in practice | X | ||||
| 4 | To be able to recognize regional and global issues/problems, and to be able to develop solutions based on research and scientific evidence | X | ||||
| 5 | To be able to assess the acquired knowledge and skills in the area of international relations/political science critically and to detect learning requirements and to guide learning. | X | ||||
| 6 | To be able to inform authorities and institutions in the area of international relations; to be able to transfer ideas and proposals supported by quantitative and qualitative data about the problems verbally and in writing to experts and nonexperts. | X | ||||
| 7 | To be able to interpret theoretical debates regarding relations among factors in global politics such as structures, institutions and culture, to be able to pinpoint the continuities and changes of main dynamics of international relations, | X | ||||
| 8 | To be able to distinguish the differences between the classical and contemporary theories and to assess their relationship, | X | ||||
| 9 | To be able to make use of other disciplines that international relations are based upon (political science, law, economics, sociology, psychology, etc.) and to have the basic knowledge of these disciplines. | X | ||||
| 10 | To be able to keep abreast of current news on international relations, learn a foreign language and to communicate with one’s peers (European language portfolio global scale, level B1) | X | ||||
| 11 | To be able to speak a second foreign at a medium level of fluency efficiently | |||||
| 12 | To have ethical, social and scientific values in the stages throughout the processes of collecting, interpreting, disseminating and implementing data related to international relations. | X | ||||
| 13 | To be able to improve the acquired knowledge, skills and qualifications for personal and social reasons | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest