| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ARC3963 | Urban History | Fall | 2 | 0 | 2 | 4 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi NESLİHAN AYDIN YÖNET |
| Course Lecturer(s): |
Dr. Öğr. Üyesi NESLİHAN AYDIN YÖNET |
| Recommended Optional Program Components: | None |
| Course Objectives: | The aim of this course is to develop students' knowledge of theories and the history of urban development. |
|
The students who have succeeded in this course; -Understanding urban/city typologies of different historical periods -Comprehension of the impact of social and cultural changes on urban space in specific historical periods. - Understanding the relationship between human behavior, the natural environment, and the design of the built environment. - Effective reading, writing, speaking, and listening skills. |
| The course explores the social, cultural, economical, environmental factors that shape cities. The ideas, theories, and innovations that create unique aspects of cities are discussed through examples from past, present, and future. The examples from the periods of Ancient Greek, Roman, Renaissance, Baroque, Modern, and Post Modern are analyzed. The ideas about futuristic cities are also discussed. |
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | The Idea of City | |
| 3) | The Classic City | |
| 4) | The Medieval Town | |
| 5) | Renaissance and Baroque Cities | |
| 6) | Historical Gardens | |
| 7) | 19th Century City | |
| 8) | 20th Century City | |
| 9) | 21st Century City | |
| 10) | MIDTERM | |
| 11) | Looking into the Future | |
| 12) | Student Presentations and Discussion | |
| 13) | Student Presentations and Discussion | |
| 14) | Evaluation / Final Discussion |
| Course Notes / Textbooks: | - |
| References: | . Mumford, L. (1961) The City in History. Harcourt, New York . . Bacon, E. (1976) Design of Cities. Penguin Books, New York. . Gallion, E. (1975) The Urban Pattern. D.Van Nostrand Co. New York. . Kostof, S. (2004) The City Shaped: Urban Patterns and Meanings Through History. Bullfinch Press, New York. . Benevolo, L. (1995) The European City. Blackwell Pub. Oxford , UK and Cambridge, Massachusetts, USA. . Ellin, N. (2007) Postmodern Urbanism: Revised Edition. Princeton Architectural Press, New York. . Hall, P. (2014) Cities of Tomorrow: An Intellectual History of Urban Planning and Design Since 1880, Fourth Edition. Wiley Blackwell, USA and UK. . Brenner, N. and Keil, R. (Editors) (2006) The Global Cities Reader (Urban Reader Series). Routledge Taylor&Francis Group, London and New York. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Presentation | 1 | % 25 |
| Midterms | 1 | % 25 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 2 | 26 |
| Study Hours Out of Class | 12 | 6 | 72 |
| Presentations / Seminar | 2 | 2 | 4 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 106 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |