COURSE UNIT TITLE

Offered By

Faculty of Engineering

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSOCIATE PROFESSOR ÖKMEN SÜMER

Offered to

Faculty of Engineering
Geophysical Engineering
Mining Engineering
Environmental Engineering
Geological Engineering

Course Objective

To attract the interest of engineering students to the archaeoseismology discipline that examines the traces of major earthquakes in which past civilizations were affected, to increase their engineering skills in the in the earth science framework and to contribute to their intellectual development.

Learning Outcomes of the Course Unit

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Recomended or Required Reading

Stiros, S. & Jones, R. E. (1996). Archaeoseismology. British School at Athens, Fitch Laboratory Occassional Paper 7, Institute of Geology & Mineal Exploration, 268 p.

Walker, M. (2005). Quaternary dating methods. John Wiley and Sons: West Sussex/England, 286 p.

Fréchet, J., Meghraoui, M., & Stucchi, M., (2008). Historical seismology: interdisciplinary studies of past and recent earthquakes, Springer Science & Business Media, 443 p.

Galadini, F., Hinzen, K. G., & Stiros, S. (2006). Archaeoseismology: methodological issues and procedure. Journal of Seismology, 10(4), 395-414.

Gilbert, A. S., Goldberg, P., Holliday, V. T., Mandel, R. D., & Sternberg, R. S. (2017). Encyclopedia of geoarchaeology. Springer: New York, 1046 p.

Garrison, E. (2016). Techniques in Archaeological Geology, 2nd. Edition, Springer-Verlag: Berlin Heidlherg, 344 p.

Lario, J., Reicherter, K., Pérez-López, R., Grützner, C., & Silva, P. G. (2009). Archaeoseismology and Palaeoseismology in the Alpine-Himalayan Collisional Zone. Universidad Politécnica de Madrid, 179 p.

Sintubin, M. (2010). Ancient earthquakes. Geological Society of America Special Paper 471, Colorado: USA, 279 p.

Sintubin, M. (2011). Archaeoseismology: Past, present and future. Quaternary International, 242(1), 4-10.

Hinzen, K. G., Fleischer, C., Reamer, S. K., Schreiber, S., Schütte, S., & Yerli, B. (2011). Quantitative methods in archaeoseismology. Quaternary international, 242(1), 31-41.

Geoarchaeology, SCI Journal, Online ISSN:1520-6548, Wiley Online Library, Impact Factor: 1.882 https://onlinelibrary.wiley.com/journal/15206548

Journal of Archaeological Science, SCI Journal, Online ISSN: 0305-4403, Elsevier, Impact Factor: 3.03, https://www.journals.elsevier.com/journal-of-archaeological-science

Other course materials: Seven presentations prepared for the course (the first 6 weeks and for the last week). Archaeoseismology works in Turkey and worldwide and related current scientific publications will be produced in future.

Planned Learning Activities and Teaching Methods

1. Lesson / Presentation
2. Teamwork Homework / Assignments will be submitted as a presentation and will be presented by the group in the related course.
3. Document and resource open assessment exam

Structural geological and archaeological terms and basic concepts used in archaeoseismology are presented to the student through presentations within the framework of learning outcomes with face-to-face and / or distance learning system. Archaeoseismological studies in certain archaeological sites will be distributed to students as a teamwork concept, and then these related subjects will be provided as a presentation in the course for each week. General knowledge of the student and the level of contribution received from the course will be measured by document and resource open assessment exam.

Assessment Methods

Further Notes About Assessment Methods

None

Assessment Criteria

With the feedback received from the teamwork presentation, an assignment score is determined by both among the students themselves (50%) and the course coordinator (50%). The team presentations will be delivered at the end of the related course.

Mid-Term and Final / Makeup exams are evaluated by using gap-filling (%10), true/false (%10), pairing (%10), multiple-choice questions (% 20), with open-ended problem solving questions (% 50) methods.

Language of Instruction

Turkish

Course Policies and Rules

Participating in teamwork is essential

Contact Details for the Lecturer(s)

Assoc. Prof. Dr. Ökmen Sümer; okmen.sumer@deu.edu.tr / 0 232 301 73 53,
Prof. Dr. Mahmut Göktuğ Drahor; goktug.drahor@deu.edu.tr/0 232 301 72 59

Office Hours

It will be announced after the lesson plan of the related semester is completed.

Work Placement(s)

None

Workload Calculation

Contribution of Learning Outcomes to Programme Outcomes