Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English ProficiencyGraduation Requirements
Students who have successfully completed 120 ECTS by taking 7 technical courses , a graduate seminar, Scientific Research Techniques and Ethic course and a Thesis with the minimum GPA of 3.0 have a right to receive a diploma.Recognition of Prior Learning
Students can transfer certain number of courses that they have successful completed in their previous graduate school.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 |
| CEEY1169490 | SCIENTIFIC RESEARCH TECHNIQUES and PUBLICATION ETHICS | English | 3 | 3 | 8 | |
| CEEY1112434 | MS SEMINAR | English | - | 4 | ||
| CEEY1112435 | NONLINEAR BEHAVIOUR of REIN. CONCRETE MEMBERS | English | 3 | 3 | 8 | |
| CEEY1112436 | MASONRY STRUCTURES | Turkish | 3 | 3 | 8 | |
| CEEY1112437 | GEOTECHNICAL ENGINEERING | English | 3 | 3 | 8 | |
| CEEY1112438 | SEISMOLOGY | English | 3 | 3 | 8 | |
| CEEY1112443 | ONE DIMENSIONAL FINITE ELEMENTS | Turkish | 3 | 3 | 8 | |
| CEEY1115695 | DATA SCIENCE in HYDRO ENGINEERING | English | 3 | 3 | 8 | |
| CEEY1110627 | INTRODUCTION to CLIMATE CHANGE | Turkish | 3 | 3 | 8 | |
| CEEY1110642 | CLIMATE CHANGE and MODELLING | English | 3 | 3 | 8 | |
| CEEY1147590 | CONTRACT ADMINISTRATION | Turkish | 3 | 3 | 9 | |
| CEEY1151030 | MANAGEMENT of CONSTRUCTION | Turkish | 3 | 3 | 9 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| CEEY1212445 | ADVANCED SOIL MECHANICS | English | 3 | 3 | 8 | |
| CEEY1212446 | DEEP FOUNDATIONS | English | 3 | 3 | 8 | |
| CEEY1212447 | SOIL IMPROVEMENT METHODS | Turkish | 3 | 3 | 8 | |
| CEEY1212454 | DAM PLANNING | Turkish | 3 | 3 | 8 | |
| CEEY1212455 | REPAIR and STRENGTHENING of STRUCTURES | Turkish | 3 | 3 | 8 | |
| CEEY1214662 | HYDROLOGY of DROUGHTS and FLOODS | English | 3 | 3 | 8 | |
| CEEY1214753 | BUILDING DYNAMICS | Turkish | 3 | 3 | 8 | |
| CEEY1210649 | APPLIED STATISTICS for ENGINEERS | English | 3 | 3 | 8 | |
| CEEY1210651 | FUZZY LOGIC in ENGINEERING APPLICATIONS | English | 3 | 3 | 8 | |
Program Qualification
Theoretical, Factual
Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications.
Conceive the interdisciplinary interaction which the field is related with.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1- Defining the multidisciplinary scope of the field of technology and the interaction between the related disciplines.
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2 - Conceive the interdisciplinary interaction which the field is related with.
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2- Repeating the current techniques and methods applied in the field of technology and their constraints, effects and results.
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1 - Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications.
3 - Use of theoretical and practical knowledge within the field at a proficiency level and solve the problem faced related to the field by using research methods. 9 - Define the social and environmental aspects of engineering applications. |
| SKILLS | |
| Cognitive, Practical | |
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1-.1-Reaching the information in an expanded and in-depth manner in the field of technology, evaluating and applying the information.
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9 - Define the social and environmental aspects of engineering applications. 3 - Use of theoretical and practical knowledge within the field at a proficiency level and solve the problem faced related to the field by using research methods. 1 - Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications. |
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2- Completing and implementing information with scientific methods using limited or incomplete data; integrating information from different disciplines.
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2 - Conceive the interdisciplinary interaction which the field is related with.
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3- Developing methods to solve defined technology problems and applying innovative methods in solutions.
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4 - Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge.
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4- Applying modelling and experimental research; resolving complex situations encountered in this process.
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4 - Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge. 2 - Conceive the interdisciplinary interaction which the field is related with. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Leading multidisciplinary teams in the field of technology.
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2 - Conceive the interdisciplinary interaction which the field is related with.
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1-Reaching the information in an expanded and in-depth manner in the field of technology, evaluates and applies the information.
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1 - Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications.
3 - Use of theoretical and practical knowledge within the field at a proficiency level and solve the problem faced related to the field by using research methods. 9 - Define the social and environmental aspects of engineering applications. |
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2- Completing and implementing information with scientific methods using limited or incomplete data; integrating information from different disciplines.
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9 - Define the social and environmental aspects of engineering applications. 4 - Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge. 2 - Conceive the interdisciplinary interaction which the field is related with. |
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4- Developing methods to solve defined technology problems and applying innovative methods in solutions.
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4 - Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge.
|
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5- Applying modelling and experimental research; resolving complex situations encountered in this process.
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7 - Evaluate knowledge and skills acquired at proficiency level in the field with a critical approach and direct the learning. 9 - Define the social and environmental aspects of engineering applications. 3 - Use of theoretical and practical knowledge within the field at a proficiency level and solve the problem faced related to the field by using research methods. |
| Learning Competence | |
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1- Being aware of the new and developing practices of his/her profession, being able to examine and learn them when necessary.
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3 - Use of theoretical and practical knowledge within the field at a proficiency level and solve the problem faced related to the field by using research methods. 1 - Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications. 9 - Define the social and environmental aspects of engineering applications. |
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1-Reaching the information in an expanded and in-depth manner in the field of technology, evaluating and applying the information.
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9 - Define the social and environmental aspects of engineering applications. 7 - Evaluate knowledge and skills acquired at proficiency level in the field with a critical approach and direct the learning. 1 - Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications. 3 - Use of theoretical and practical knowledge within the field at a proficiency level and solve the problem faced related to the field by using research methods. |
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2- Completing and implementing information with scientific methods using limited or incomplete data; integrating information from different disciplines.
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2 - Conceive the interdisciplinary interaction which the field is related with.
4 - Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge. 9 - Define the social and environmental aspects of engineering applications. |
|
4- Developing methods to solve defined technology problems and applying innovative methods in solutions.
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4 - Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge.
|
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5- Applying modelling and experimental research; resolving complex situations encountered in this process.
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2 - Conceive the interdisciplinary interaction which the field is related with.
1 - Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications. |
| Communication and Social Competence | |
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1- Transmitting the processes and results of the studies in a written, verbal and visual systematic manner in national and international environments in that field or outside the field; establishing verbal and written communication by using a foreign language understanding, reading and writing at least at the General Level of the European Language Portfolio B2.
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8 - Investigate, improve social connections and their conducting norms with a critical view and act to change them when necessary. Communicate with peers by using a foreign language at least at a level of European Language Portfolio B2 General Level.
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2-Using the methods and software used in the field of technology and communication technologies at an advanced level.
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1 - Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications.
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3- Understanding the social and environmental dimensions of technology applications.
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6 - Take responsibility and develop new strategic solutions as a team member in order to solve unexpected complex problems faced within the applications in the field.
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4- Repeating the current techniques and methods applied in the technology field and their constraints, effects and results.
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9 - Define the social and environmental aspects of engineering applications.
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5- Establishing verbal and written communication by using a foreign language understanding, reading and writing at least at the European Language Portfolio B2 General Level.
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8 - Investigate, improve social connections and their conducting norms with a critical view and act to change them when necessary. Communicate with peers by using a foreign language at least at a level of European Language Portfolio B2 General Level.
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| Field-based Competence | |
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1- Observing social, scientific and ethical values in the collection, interpretation, application and announcement of data and in all professional activities.
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6 - Take responsibility and develop new strategic solutions as a team member in order to solve unexpected complex problems faced within the applications in the field.
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2- Completing and implementing information with scientific methods using limited or incomplete data; integrating information from different disciplines.
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4 - Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge. 9 - Define the social and environmental aspects of engineering applications. 2 - Conceive the interdisciplinary interaction which the field is related with. |
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3- Leading multidisciplinary teams in the field of technology.
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2 - Conceive the interdisciplinary interaction which the field is related with.
|
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4- Conveying the processes and results of the written, verbal and visual studies systematically in national and international environments in that field or outside the field.
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8 - Investigate, improve social connections and their conducting norms with a critical view and act to change them when necessary. Communicate with peers by using a foreign language at least at a level of European Language Portfolio B2 General Level.
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Employment Opportunities
The graduates will get the opportunity to work in the departments of research and development, industrial companies, design, testing, production, management, sales and consulting in the field of medical devices and technologies, and pharmaceutical industry. The graduates may also continue to their academic studies by registering a PhD program.Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
Successful completion of coursework and thesis.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 |
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) |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
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 |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
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 |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| ADVANCED SOIL MECHANICS | 5 | 4 | 3 | 2 | 3 | 2 | 3 | 2 | 4 | 3 |
| APPLIED STATISTICS for ENGINEERS | 3 | 3 | 3 | 3 | 3 | 0 | 3 | 3 | 0 | 0 |
| BUILDING DYNAMICS | 4 | 1 | 3 | 0 | 2 | 0 | 0 | 0 | 0 | 0 |
| CLIMATE CHANGE and MODELLING | 4 | 4 | 4 | 3 | 3 | 4 | 3 | 2 | 0 | 3 |
| CONTRACT ADMINISTRATION | 4 | 2 | 2 | 2 | 3 | 0 | 5 | 5 | 0 | 3 |
| DEEP FOUNDATIONS | 4 | 3 | 4 | 2 | 2 | 1 | 2 | 2 | 4 | 3 |
| FUZZY LOGIC in ENGINEERING APPLICATIONS | 5 | 4 | 2 | 2 | 4 | 4 | 5 | 2 | 3 | 4 |
| GEOTECHNICAL ENGINEERING | 5 | 4 | 4 | 3 | 2 | 1 | 2 | 1 | 3 | 3 |
| HYDROLOGY of DROUGHTS and FLOODS | 4 | 4 | 5 | 3 | 2 | 4 | 3 | 2 | 0 | 4 |
| INTRODUCTION to CLIMATE CHANGE | 3 | 2 | 3 | 4 | 2 | 3 | 4 | 4 | 0 | 3 |
| MANAGEMENT of CONSTRUCTION | 4 | 2 | 2 | 2 | 3 | 0 | 5 | 5 | 0 | 3 |
| MASONRY STRUCTURES | 3 | 2 | 3 | 1 | 3 | 0 | 3 | 0 | 1 | 0 |
| MS SEMINAR | 4 | 2 | 2 | 2 | 3 | 0 | 5 | 5 | 0 | 3 |
| NONLINEAR BEHAVIOUR of REIN. CONCRETE MEMBERS | 3 | 4 | 5 | 3 | 4 | 2 | 3 | 2 | 1 | 1 |
| ONE DIMENSIONAL FINITE ELEMENTS | 4 | 4 | 3 | 4 | 4 | 2 | 4 | 3 | 4 | 2 |
| REPAIR and STRENGTHENING of STRUCTURES | 4 | 5 | 4 | 4 | 5 | 3 | 5 | 1 | 3 | 4 |
| SCIENTIFIC RESEARCH TECHNIQUES and PUBLICATION ETHICS | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 1 | 5 |
| SEISMOLOGY | 4 | 3 | 0 | 2 | 1 | 1 | 1 | 1 | 3 | 4 |
| SOIL IMPROVEMENT METHODS | 5 | 5 | 4 | 2 | 2 | 2 | 3 | 1 | 3 | 3 |
| İlişkili Ders Sayısı / 19/21 | 73 | 58 | 56 | 44 | 51 | 29 | 60 | 43 | 30 | 51 |
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 |