Aim
In addition to educating experts who have a high sense of responsibility and analytical thinking in the fields of occupational safety, occupational health and safety, it is to contribute to the knowledge of the country and to meet the sectoral needs that develop in line with the policies. In this context, the main goal is to educate students who can provide specific and scientific information for the sectors in the field of occupational health and safety, evaluate, interpret and apply the information.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, ALES (Academic Personnel and Graduate Education Exam) score of 65 and above (Foreign candidates are not required to have taken the ALES exam) Candidates who will transfer must not have passed the thesis stage. Students/students with full scholarship will be admitted according to the number of candidate students and the ranking of success points.Graduation Requirements
The master's program with thesis consists of a total of at least 120 ECTS credits, including at least 8 courses including the seminar course and thesis study, provided that an education period is not less than 60 ECTS credits. Students who successfully complete all the courses in the program including the seminar course and the master's thesis, collect at least 120 ECTS credits in total and have a GPA of at least 2.50 out of 4.00 are eligible to receive a diploma.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
Fall Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
İSGY1149020 | BEHAVIORAL ENGINEERING | Turkish | 3 | 3 | 8 | |
İSGY1161370 | INDIVIDUAL LABOUR LAW | Turkish | 3 | 3 | 8 | |
İSGY1117230 | RESEARCH METHODS | Turkish | 3 | - | 7 | |
İSGY1113464 | OCCUPATIONAL HEALTH AND OCCUPATIONAL DISEASES | Turkish | 3 | 3 | 8 | |
İSGY1161860 | FIRST AID | Turkish | 3 | 3 | 7 | |
İSGY1161870 | ERGONOMY | Turkish | 3 | 3 | 7 | |
İSGY1161880 | PROBABILITY and STATISTICS | Turkish | 3 | 3 | 7 | |
İSGY1161910 | RISK ANALYSIS | Turkish | 3 | 3 | 7 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
İSGY1211728 | ELECTRICITY in OCCUPATIONAL HEALTH and SAFETY | Turkish | 3 | 3 | 8 | |
İSGY1240960 | OCCUPATIONAL HEALTH and SAFETY LAW | Turkish | 3 | 3 | 8 | |
İSGY1212989 | CHEMICAL RISK FACTORS | Turkish | 3 | 3 | 7 | |
İSGY1214773 | MULTI CRITERIA DECISION MAKING | Turkish | 3 | 3 | 7 | |
İSGY1232240 | INDUSTRIAL HYGIENE and TOXICOLOGY | Turkish | 3 | 3 | 7 | |
İSGY1238610 | BUSINESS and PROFESSIONAL ETHICS | Turkish | 3 | 3 | 7 | |
İSGY1238620 | STRATEGIC MANAGEMENT | Turkish | 3 | 3 | 7 | |
İSGY1261940 | FIRE and FIRE PROTECTION | Turkish | 3 | 3 | 7 |
Program Qualification
Theoretical, Factual
In light of the current developments in the field of occupational health and safety, have knowledge about the main sources, legislation and jurisprudence which related to the private law.
With understanding relationships among concept, institution and method that related to disciplines of occupational health and safety, establish a connection between them.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
Employment Opportunities
Graduates of the Occupational Health and Safety Master's Program can perform service and education duties in the departments of the academic institutions, public and private workplaces and non-governmental organizations, especially the Ministry of Labor and Social Security, the Ministry of Health and affiliated organizations.Upgrading
They can apply to doctoral programs.Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. The course grade is obtained by evaluating the student's mid-term and mid-term exams, practical work, group work and similar studies and the final exam together. Students who do not get at least 50 points from the general exam are considered to be unsuccessful. In order to be successful in the course, at least 60 points or 2.27 success coefficient is required at the end of the semester.Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Short Answer Exam | ||
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
BEHAVIORAL ENGINEERING | 2 | 0 | 3 | 2 | 3 | 0 | 0 | 2 | 0 | 0 | 3 | 4 | 4 | 3 |
BUSINESS and PROFESSIONAL ETHICS | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 5 |
CHEMICAL RISK FACTORS | 4 | 4 | 5 | 5 | 4 | 4 | 3 | 3 | 4 | 4 | 3 | 2 | 3 | 3 |
ELECTRICITY in OCCUPATIONAL HEALTH and SAFETY | 3 | 4 | 0 | 4 | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 4 | 2 | 2 |
ERGONOMY | 2 | 2 | 3 | 4 | 3 | 2 | 1 | 2 | 1 | 2 | 2 | 0 | 1 | 1 |
FIRE and FIRE PROTECTION | 5 | 4 | 4 | 4 | 4 | 3 | 4 | 5 | 4 | 2 | 4 | 0 | 1 | 3 |
FIRST AID | 4 | 5 | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
INDIVIDUAL LABOUR LAW | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 4 | 3 | 2 | 3 | 4 | 4 | 2 |
INDUSTRIAL HYGIENE and TOXICOLOGY | 1 | 1 | 5 | 4 | 1 | 1 | 4 | 5 | 4 | 4 | 4 | 1 | 1 | 3 |
MULTI CRITERIA DECISION MAKING | 0 | 0 | 5 | 0 | 0 | 3 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 |
OCCUPATIONAL HEALTH AND OCCUPATIONAL DISEASES | 3 | 3 | 2 | 3 | 3 | 3 | 4 | 3 | 3 | 4 | 5 | 2 | 2 | 2 |
OCCUPATIONAL HEALTH and SAFETY LAW | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 1 | 3 | 0 |
PROBABILITY and STATISTICS | 0 | 0 | 3 | 0 | 5 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 4 | 0 |
RESEARCH METHODS | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 1 | 2 | 2 | 1 | 2 | 3 | 2 |
RISK ANALYSIS | 4 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 1 | 1 | 3 |
STRATEGIC MANAGEMENT | 0 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 2 | 2 |
İlişkili Ders Sayısı / 16/16 | 36 | 33 | 43 | 39 | 42 | 34 | 34 | 41 | 35 | 37 | 38 | 25 | 38 | 35 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
---|---|---|---|---|---|---|
Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
Ders güncel konu ve konuklarla desteklenir. | ||||||
Yukarıdaki sorular dışında iletmek istedikleriniz |