| Course Name | EU Environmental Policy |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSIR 495 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is three-fold. First, it aims at explaining the policy making process in the EU, thus enabling students to understand the basics about the power relations between the involved actors. Second, the course aims at presenting the key areas of EU’s environmental policy, including the EU’s role as international actors in this policy field. Third, the discussion of the underlying environmental problems of each policy area shall sensitize students for the need of environmental protection and provide them with knowledge in fields that are of increasing importance also in the Turkish domestic context. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | This course provides an introduction to the EU environmental policy and politics. After an overview of the policy making process in the EU, key areas of EU’s environmental policy will be presented (e.g. air and water policy, waste policy, climate policy, de-carbonization of transport, sustainable city management). In each area, first, the main underlying environmental problems will be analyzed, and, second, the achievements and challenges of EU policies will be assessed. A special focus will lie on the role of the EU as international actor. Furthermore, effective presentation techniques and the structuring of term papers will be trained. Therefore, parts of the course will be allocated to the student presentations. Subsequently, students will receive further feedback from the instructor in class. |
| Related Sustainable Development Goals |     |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction | |
| 2 | Evolution of EU Environmental Policy | T. Delreux and S. Happaerts (2016) Environmental Policy and Politics of the EU (Palgrave), ch. 1 and 2 |
| 3 | Actors in EU Environmental Policy | T. Delreux and S. Happaerts (2016) Environmental Policy and Politics of the EU (Palgrave), ch. 3 |
| 4 | Air and Water Policy | T. Delreux and S. Happaerts (2016) Environmental Policy and Politics of the EU (Palgrave), ch. 7; European Commission (2018) Clean Air Policy, European Commission (2018) Review of the drinking water directive |
| 5 | Waste Policy | T. Delreux and S. Happaerts (2016) Environmental Policy and Politics of the EU (Palgrave), ch. 7; European Commission (2017) A European Strategy for Plastics in a Circular Economy |
| 6 | Climate Policy I | T. Delreux and S. Happaerts (2016) Environmental Policy and Politics of the EU (Palgrave), ch. 9; European Commission (2016) Renewable Energy Directive |
| 7 | Midterm Exam | |
| 8 | Climate Policy II | S. R. Schubert et al. (2016) Energy Policy of the EU (Palgrave), ch. 6, A. Bürgin (2016) National Binding renewable energy targets for 2020 but not for 2030 anymore: why the European Commission developed from a supporter to a brakeman, Journal of European Public Policy 22(5), 690-707, A. Bürgin (2018) The impact of Juncker's reorganization of the European Commission on the internal policy-making process: Evidence from the Energy Union project, Public Administration |
| 9 | The EU as actor in international environmental politics | T. Delreux and S. Happaerts (2016) Environmental Policy and Politics of the EU (Palgrave), ch. 10 |
| 10 | EU Policy on the Urban Environment | LSECities (2013) Going green. How cities are leading the next economy; PPMC (2017) An actionable vision of transport decarbonization European Commission (2017) Europe on the Move |
| 11 | Implementation of EU environmental Policy | Jordan and Tosun (2013) Policy Implementation, in Jordan/Adelle (eds.) Environmental Policy in the EU |
| 12 | Environmental policy in the EU enlargement process | L.B Andonova,. “The Europeanization of Environmental Policy in Central and Eastern Europe.” In The Europeanization of Central and Eastern Europe, edited by F. Schimmelfennig and U. Sedelmeier. London: Cornell University Press, 2005. A. Bürgin (2017) Policy Learning: An understudied mechanism of EU influence on Turkish Domestic Politics, conference paper |
| 13 | Student Presentations | |
| 14 | Outlook: Achievements and Challenges of EU Environmental Policy | A. Jordan and C. Adelle (2013) Environmental Policy in the EU (Routledge), ch. 20: EU environmental policy at 40: retrospect and prospect |
| 15 | Review of the semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | Literature above, power point presentations
*All course readings are available at the University Library and as open sources. |
| Suggested Readings/Materials | Available on blackboard |
| Semester Activities | Number | Weighting |
| Participation | 1 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 10 |
| Presentation / Jury | 1 | 10 |
| Project | 1 | 10 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 25 |
| Final Exam | 1 | 35 |
| Total |
| Weighting of Semester Activities on the Final Grade | 5 | 65 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 35 |
| Total |
| 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 | 14 | 3 | 42 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 13 | |
| Presentation / Jury | 1 | 13 | |
| Project | 1 | 13 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 15 | |
| Final Exams | 1 | 25 | |
| Total | 169 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to use the theoretical and practical knowledge acquired in the areas of Political Science and International Relations. | X | ||||
| 2 | To be able to have the basic knowledge of, and make use of other disciplines which contribute to the areas of Political Science and International Relations. | |||||
| 3 | To be able to distinguish the differences between classical and contemporary theories and to assess their relationship. | |||||
| 4 | To be able to recognize regional and global issues, and develop solutions based on research. | X | ||||
| 5 | To be able to assess the acquired knowledge and skills in the areas of Political Science and International Relations critically. | X | ||||
| 6 | To be able to transfer ideas and proposals on issues in the areas of Political Science and International Relations to other people and institutions verbally and in writing. | |||||
| 7 | To be able to identify the historical continuity and changes observed in the relations between the actors and institutions of national and international politics. | X | ||||
| 8 | To be able to examine concepts, theories, and developments with scientific methods in the areas of Political Science and International Relations. | X | ||||
| 9 | To be able to take responsibility as an individual and as a team member. | |||||
| 10 | To be able to act in accordance with the scientific and ethical values in studies related to Political Science and International Relations. | X | ||||
| 11 | To be able to collect data in the areas of Political Science and International Relations and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1). | |||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout human history to their field of experience. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
