ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
Course Introduction and Application Information
| Course Code: | INR308 | ||||
| Course Name: | Sustainability and Development | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Prof. Dr. AYSELİN GÖZDE YILDIZ OĞUZALP | ||||
| Course Lecturer(s): | Prof. Dr. Ayselin YILDIZ | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | The course aims to provide knowledge on key concepts of development and create awareness on United Nations’ Sustainable Development Goals (SDGs) and enhance the transversal skills of students by allowing them to work on real cases (such as a societal problem, company policy, municipality practice, national policy, university campus practice) in order to mobilize collective responses/solutions in tackling with the global challenges concerning development. It also aims to ensure responsible citizens who are sensitive to succeed the SDGs in various fields. This course is developed in line with the suggestions laid down in “Getting Started with the SDGs in Universities: A Guide for Universities, Higher Education Institutions and The Academic Sector” published by SDSN Australia/Pacific. |
| Course Content: | The course content includes the key concepts and debates about international development, international political economy and sustainable development goals. The course follows a methodology based on student centered and problem-based learning. The course uses the “SDG Impact Assessment Tool Online” which is a free, online resource developed by SDSN Northern Europe and Gothenburg Center for Sustainable Development. Link: https://sdgimpactassessmenttool.org |
Learning Outcomes
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The students who have succeeded in this course;
1) To identify and embrace the 17 UN SDGs and 2030 Agenda. 2) To critically argue the current global challenges in succeeding SDGs. 3) To develop innovative solutions concerning the global challenges for SDGs. 4) To implement the concept of sustainable development across various activities and operations. 5) To be able to work in a team for developing collective responses. 6) To use transversal skills of effective intercultural communication, digital and media literacy, critical and innovative thinking, design and presentation. 7) To evaluate interdisciplinary and cross-sectoral interactions. 8) To illustrate responsible behaviors and attitudes as a global citizen in the areas such as water, food, health, climate, environment, inequality, gender, diversity, energy, and poverty reduction. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | Conceptualizing Sustainable Development: Historical perspective | |
| 3) | International Political Economy and Theories of Development | |
| 4) | UN Sustainable Development Goals and 2030 Agenda: Targets, Performance Indicators and Current Situation (SDGs: No Poverty, Zero Hunger, Good Health and Well-being, Quality Education, Gender Equality) | |
| 5) | UN Sustainable Development Goals and 2030 Agenda: Targets, Performance Indicators and Current Situation (SDGs: Sustainable Cities and Communities, Responsible Consumption and Production, Climate Action) | |
| 6) | UN Sustainable Development Goals and 2030 Agenda: Targets, Performance Indicators and Current Situation (SDGs: Clean Water, Affordable and Clean Energy, Decent Work and Economic Growth, Industry Innovation and Infrastructure, Reduced Inequalities) | |
| 7) | UN Sustainable Development Goals and 2030 Agenda: Targets, Performance Indicators and Current Situation (SDGs: Life Below Water, Life on Land, Peace Justice and Strong Institutions, Partnership for the Goals) | |
| 8) | SDG Impact Analysis -Case exercise MID-TERM EXAM | |
| 9) | Team work (Choosing and deciding about the case study: company/institution/NGO/municipality). Exploring the case study by using open sources. | |
| 10) | Team discussion (sorting the SDGs by relevancy) | |
| 11) | Team discussion (Assessing the impact and making categorizations) Drafting the appointment emails for case study interviews Preparing the interview questions. | |
| 12) | Conducting the interviews with the representative of the case study, reporting the responses. | |
| 13) | Visualization of the results by using the online platform | |
| 14) | Team discussion Developing strategy forward and suggestions, incorporating them in the final report | |
| 15) | Final exam: Submission of the Final Report |
Sources
| Course Notes / Textbooks: | 1. United Nations (2015) Transforming our world - the 2030 agenda for sustainable development. United Nations, New York, https://sdgs.un.org/sites/default/files/publications/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf 2. SDG Impact Assessment Tool Guide 1.0 (October 2020), SDSN Northern Europe and Gothenburg Centre for Sustainable Development, Sweden https://irp-cdn.multiscreensite.com/be6d1d56/files/uploaded/SDG-Impact-Assessment-Tool-Guide-1-0_final_ver02_mini.pdf 3. Rey Europe, “Understanding My Journey: A Toolkit for Soft Skills Developement for Young People”, https://www.salto-youth.net/tools/toolbox/tool/understanding-my-journey-toolkit.2955/ |
| References: | 1. United Nations (2015) Transforming our world - the 2030 agenda for sustainable development. United Nations, New York, https://sdgs.un.org/sites/default/files/publications/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf 2. SDG Impact Assessment Tool Guide 1.0 (October 2020), SDSN Northern Europe and Gothenburg Centre for Sustainable Development, Sweden https://irp-cdn.multiscreensite.com/be6d1d56/files/uploaded/SDG-Impact-Assessment-Tool-Guide-1-0_final_ver02_mini.pdf 3. Rey Europe, “Understanding My Journey: A Toolkit for Soft Skills Developement for Young People”, https://www.salto-youth.net/tools/toolbox/tool/understanding-my-journey-toolkit.2955/ Online Platforms: • UN Sustainable Development Goals Knowledge Platform: https://sustainabledevelopment.un.org/index.html • SDG Impact Assessment Tool Online, https://sdgimpactassessmenttool.org • SDG Academy free MOOCs (recommended), https://sdgacademy.org Week 2 United Nations. (2002). World Summit on Sustainable Development, https://earthsummit2002.org/resolution.pdf United Nations. The Sustainable Development Goals Report 2020, https://unstats.un.org/sdgs/report/2020/The-Sustainable-Development-Goals-Report-2020.pdf https://sdgindex.org/reports/sustainable-development-report-2020/ Fırat, S., Yurtsever Ö., İleri Ç., Kıvılcım İ., (2017). Sürdürülebilir Bir Dünyaya Doğru: Küresel Gündem ve Türkiye. İstanbul: İktisadi Kalkınma Vakfı Yayınları. Gladwin, T. Ve Kennelly, J. ve Krauseö, S. (1995). Shifting Paradigms for Sustainable Development: Implications for Management Theory and Research. Academy of Management Review. 20(4): 874-907. Week 3 Christine Hackenesch, Maximilian Högl, Julian Bergmann, Janina Sturm, Damien Barchiche, Adolf Kloke-Lesch. (January 2021). “Mind the Gap? Sketching the Relevance of the 2030 Agenda for the Green Deal and other Key EU Policies in the context of the COVID-19 Crisis”. European Think Tanks Group, https://ettg.eu/wp-content/uploads/2021/01/ETTG-Briefing-paper-Mind-the-gap_-Sketching-the-relevance-of-the-2030-Agenda-for-the-Green-Deal.pdf Gupta, J., Bavinck, M., Ros-Tonen, M., Asubonteng, K., Bosch, H., van Ewijk, E., Verrest, H. (2021). “COVID-19, Poverty and Inclusive Development”. World Development, 145 doi:10.1016/j.worlddev.2021.105527 Sachs et al. (2020): The Sustainable Development Goals and Covid-19. Sustainable Development Report 2020. Cambridge: Cambridge University Press. Week 4 Griggs, D., Stafford-Smith, M., Gaffney, O., Rockström, J., Öhman, M. C., Shyamsundar, P., Noble, I. (2013). “Policy: Sustainable Development Goals for People and Planet”. Nature, 495(7441), 305-307. doi:10.1038/495305a Niet, T., Arianpoo, N., Kuling, K., & Wright, A. S. (2021). “Embedding the United Nations Sustainable Development Goals into Energy Systems Analysis: Expanding the Food–Energy–Water Nexus”. Energy, Sustainability and Society, 11(1) doi:10.1186/s13705-020-00275-0 Week 5 Adger, W. N. (2003). “Social Capital, Collective Action, and Adaptation to Climate Change”. Economic Geography, 79(4), 387-404. doi:10.1111/j.1944-8287.2003.tb00220.x Arıkan, G., & Günay, D. (2021). “Public Attitudes Towards Climate Change: A Cross-Country Analysis”. British Journal of Politics and International Relations, 23(1), 158-174. doi:10.1177/1369148120951013 Theodoros Zachariadis, Elias Giannakis, Constantinos Taliotis, Marios Karmellos, Nestor Fylaktos, Mark Howells, Will Blyth, Stephane Hallegatte. (January 2021). “Building Back Better in Practice A Science Policy Framework for a Green Economic Recovery after COVID-19”, World Bank Group, http://documents1.worldbank.org/curated/en/622001611844084014/pdf/Building-Back-Better-in-Practice-A-Science-Policy-Framework-for-a-Green-Economic-Recovery-after-COVID-19.pdf European Commission. (2019).The European Green Deal, https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1596443911913&uri=CELEX:52019DC0640#document2 Week 6 Anastasia Economou. (2016). “Research Report on Transversal Skills Framework”. Cyprus Pedagogical Institute, http://www.ats2020.eu/images/deliverables/D1.1_TransversalSkillsFrameworks_CP.pdf European Commission. (2020). “Turkey: National Reforms related to Transversal Skills and Employability”, https://eacea.ec.europa.eu/national-policies/eurydice/content/national-reforms-related-transversal-skills-and-employability-83_en Week 7 United Nations. The Sustainable Development Goals Report 2020, https://unstats.un.org/sdgs/report/2020/The-Sustainable-Development-Goals-Report-2020.pdf https://sdgindex.org/reports/sustainable-development-report-2020/ United Nations. Report: Back to our Common Future: Sustainable Development in the 21st century, https://sustainabledevelopment.un.org/content/documents/UN-DESA_Back_Common_Future_En.pdf Sustainable Development Goals in Turkey: https://turkey.un.org/en/sdgs WEEK 7-8-9-10-11-12-13-14 Intercultural Training Comptences and Skills. https://www.salto-youth.net/tools/toolbox/tool/intercultural-training-competences-and-skills.190/ Yıldız, A. (2021). “Göçmenlerle Çalışanlar için Kültürlerarası İletişim/ Intercultural Communication for the People Working with Migrants. Yiğit Kader (der.) Karma Göç ve Göçmen Hakları Eğitim Kitabı, Ankara:IOM, https://www.researchgate.net/publication/350063850_Gocmenlerle_Calisanlar_icin_Kulturlerarasi_Iletisim Video Tutorials: Employability skills, https://www.salto-youth.net/tools/toolbox/tool/employability-skills-video-tutorials.2230/ Online databases • World Development Indicators, The World Bank,: https://databank.worldbank.org/source/world-development-indicators • Human Development Index: http://hdr.undp.org/en/content/human-development-index-hdi |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
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4 |
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6 |
7 |
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| Program Outcomes |
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Presentation | 1 | % 20 |
| Midterms | 1 | % 20 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 14 | 42 |
| Presentations / Seminar | 1 | 5 |
| Midterms | 8 | 16 |
| Final | 13 | 65 |
| Total Workload | 170 | |