The students who have succeeded in this course;
1) Define the concept of sustainability,
2) Understand the causes of climate change from different dimensions,
3) Discuss the effects of climate change from sociological, cultural and psychological perspectives,
4) Analyze the challenges faced by climate scientists in communicating climate change,
5) Discuss the theoretical foundations of climate change communication,
6) Analyze case studies on climate change communication,
7) Learn climate change communication tools: visuals, storytelling, games, movies, events, advertisements, advocacy, new media,
8) Have information about climate change activism.
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Week |
Subject |
Related Preparation |
| 1) |
Message in climate change communication: emotions, frames, storytelling |
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| 2) |
An overview of the concept of sustainability, climate change as a sustainability problem |
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| 3) |
An in-depth look at climate change: Causes; results; cultural, psychological and social perspectives
Progress on a global level: understanding why global agreements are important; examining the UNFCCC, the Paris Agreement, the IPCC
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| 4) |
What can we do for a more sustainable world?
Calculating carbon footprint
In-class activity |
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| 5) |
What is communication?
Disciplines related to climate change communication: Environmental communication, risk communication, science communication
In-class activity |
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| 6) |
Source in climate change communication: A view from the point of view of scientific organizations/people, companies, NGOs and governments. |
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| 7) |
Message in climate change communication: emotions, frames, storytelling |
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| 8) |
Midterm exam |
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| 9) |
Receiver in climate change communication: Who is the target audience in climate crisis messages, how is it determined?
In-class activity |
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| 10) |
Channels in climate change communication: traditional and social media, events, movies, advertisements, games |
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| 11) |
Climate activism |
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| 12) |
Communicating about climate change through art and science |
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| 13) |
Climate change and creativity |
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| 14) |
Review for the final exam |
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Program Outcomes |
Level of Contribution |
| 1) |
To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics |
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| 2) |
To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods, |
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| 3) |
To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials, |
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| 4) |
To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself, |
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| 5) |
To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way, |
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| 6) |
To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level,
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| 7) |
To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement, |
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| 8) |
To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense, |
4 |
| 9) |
By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere, |
4 |
| 10) |
To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning, |
4 |
| 11) |
To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school, |
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| 12) |
To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively. |
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