Program Information
Aim
The aim of the Electrical-Electronics Engineering and Cyber Systems PhD program is to have graduates who have the knowledge and skills needed to follow the advancements in the related areas, can have successful careers in industrial and academic environments, working on design, development, production and research, have systematic approach in problem solving, can effectively work in teams, have social, environmental, economical, and ethical awareness and responsibility, have leadership skills and can independently conduct original research work.Qualification Awarded
Third Cycle (Doctorate Degree)Registration and Admission Requirements
Bachelor's Degree and/or Master's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English ProficiencyGraduation Requirements
Students who have successfully complete all of the courses and take minumum 240 ECTS with a seminar, Scientific Research Techniques and Ethics, qualifying exam, dissertation proposal, PhD dissertation 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 |
EECD1112898 | PhD SEMINAR | English | - | 4 | ||
EECD1112899 | ADVANCED PROBABILITY and APLICATIONS | English | 3 | 3 | 8 | |
EECD1112901 | INTEGRATED OPTICS and OPTOELECTRONICS | English | 3 | 3 | 8 | |
EECD1112902 | ADVANCED MICROWAVE ENGINEERING | English | 3 | 3 | 8 | |
EECD1112903 | OFDM and BEYOND for WIRELESS COMMUNICATIONS | English | 3 | 3 | 8 | |
EECD1112904 | ESTIMATION and DETECTION THEORY | English | 3 | 3 | 8 | |
EECD1112905 | MICROWAVE TUBES | English | 3 | 3 | 8 | |
EECD1112906 | GUIDED RESEARCH I for EECS | English | - | 16 | ||
EECD1112909 | WIRELESS COMMUNICATION SYSTEMS | English | 3 | 3 | 8 | |
EECD1113164 | MİCROWAVE AMPLIFIERS | English | 3 | 3 | 8 | |
EECD1114254 | LINEAR SYSTEM THEORY | English | 3 | 3 | 8 | |
EECD1114659 | FOUNDATIONS and APPLICATIONS of DATA SCIENCE | English | 3 | 3 | 8 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
EECD1212898 | PhD SEMINAR | English | - | 4 | ||
EECD1212908 | ADVANCED DIGITAL COMMUNICATIONS | English | 3 | 3 | 8 | |
EECD1212913 | DIGITAL COMMUNICATIONS LABORATORY | English | 3 | 3 | 8 | |
EECD1212916 | SPECIAL TOPICS in RF and MICROWAVE ENGINEERING | English | 3 | 3 | 8 | |
EECD1212917 | PASSIVE MICROWAVE DEVICES | English | 3+2 | 4 | 8 | |
EECD1212923 | GUIDED RESEARCH II for EECS | English | - | 16 | ||
EECD1212924 | FUZZY LOGIC and MODELING | English | 3 | 3 | 8 | |
EECD1213995 | 5G and BEYOND RADIO ACCESS TECHNOLOGIES | English | 3 | 3 | 8 | |
EECD1214039 | MONOLITHIC MİCROWAVE INTEGRATED CIRCUITS | English | 3 | 3 | 8 | |
EECD1214255 | COMPUTATIONAL OPTICAL IMAGING | English | 3 | 3 | 8 | |
EECD1214256 | COMMUNICATION CIRCUITS | English | 3 | 3 | 8 | |
EECD1214257 | ANTENNA ENGINEERING | English | 3+2 | 4 | 8 |
Program Qualification
Theoretical, Factual
Develop and deepen the current and advanced knowledge in the field with original thought and/or research and come up with innovative definitions based on Master's degree qualifications.
Conceive the interdisciplinary interaction which the field is related with ; come up with original solutions by using knowledge requiring proficiency on analysis, synthesis and assessment of new and complex ideas.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1- Understanding and appying basic sciences, mathematics and engineering sciences at a high level.
|
-
|
2-Having an in-depth and in-depth knowledge including the latest developments in the field of environmental protection.
|
-
|
SKILLS | |
Cognitive, Practical | |
1-Reaching the latest information in a field and has a high level of competence in the methods and skills necessary to conduct research by understanding them.
|
-
|
2- Conducting a comprehensive study that brings innovation to science or technology, developing a new scientific method or technological product/process, or applying a known method to a new field.
|
-
|
3-Identifying and applying basic sciences, mathematics and engineering sciences at a high level.
|
-
|
4- Having in-depth knowledge including the latest developments in his/her field.
|
-
|
5- Perceiving, designing, implementing and concluding an original research process independently; manages this process.
|
-
|
COMPETENCIES | |
Ability to work independently and take responsibility | |
1- Contributing to the literature of science and technology by publishing the outputs of academic studies in reputable academic environments.
|
-
|
2- Conducting a comprehensive study that brings innovation to science or technology, developing a new scientific method or technological product/process, or applying a known method to a new field.
|
-
|
1- Evaluating scientific, technological, social and cultural developments and explaining them to society with scientific impartiality and ethical responsibility.
|
-
|
Learning Competence | |
5- Perceiving, designing, implementing and concluding an original research process independently; manages this process.
|
-
|
1-Reaching the latest information in a field and has a high level of competence in the methods and skills necessary to conduct research by understanding them.
|
-
|
2- Conducting a comprehensive study that brings innovation to science or technology, developing a new scientific method or technological product/process, or applying a known method to a new field.
|
-
|
1- Contributing to the literature of science and technology by publishing the outputs of academic studies in reputable academic environments.
|
-
|
Communication and Social Competence | |
1- Conducting critical analysis, synthesis and evaluation of ideas and developments in the field of expertise.
|
-
|
2- Establishing effective written and verbal communication with those working in the field of expertise and wider scientific and social communities, establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at the General Level of European Language Portfolio C1.
|
-
|
Field-based Competence | |
1- Evaluating scientific, technological, social and cultural developments and explaining them to society with scientific impartiality and ethical responsibility.
|
-
|
2- Establishing effective written and verbal communication with those working in the field of expertise and wider scientific and social communities, establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at the General Level of European Language Portfolio C1.
|
-
|
Employment Opportunities
Having the chance to work with internationally recognized and active faculty members, and taking coursework addressing the latest requirements of industry and academic world, our graduates may have successful careers in industry and academia.Upgrading
May apply to post-doctoral 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 |
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) |
Experimental Technique | Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment. | Laboratory, workshop, application areas, computer software, standard classroom technologies. |
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 |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
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 |
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 |
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 |
---|---|---|---|---|---|---|---|---|---|---|
5G and BEYOND RADIO ACCESS TECHNOLOGIES | 4 | 4 | 5 | 4 | 5 | 0 | 5 | 0 | 5 | 5 |
ADVANCED DIGITAL COMMUNICATIONS | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 0 |
ADVANCED MICROWAVE ENGINEERING | 3 | 4 | 2 | 2 | 2 | 3 | 5 | 2 | 2 | 0 |
ADVANCED PROBABILITY and APLICATIONS | 5 | 3 | 2 | 2 | 1 | 0 | 1 | 2 | 4 | 0 |
ANTENNA ENGINEERING | 3 | 4 | 4 | 5 | 3 | 4 | 4 | 5 | 2 | 4 |
COMMUNICATION CIRCUITS | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 5 | 4 |
COMPUTATIONAL OPTICAL IMAGING | 5 | 5 | 4 | 3 | 0 | 0 | 4 | 0 | 4 | 3 |
DIGITAL COMMUNICATIONS LABORATORY | 4 | 4 | 5 | 4 | 3 | 0 | 5 | 4 | 2 | 5 |
ESTIMATION and DETECTION THEORY | 4 | 4 | 4 | 4 | 3 | 0 | 3 | 5 | 4 | 0 |
FOUNDATIONS and APPLICATIONS of DATA SCIENCE | 5 | 4 | 4 | 4 | 0 | 0 | 4 | 5 | 5 | 0 |
FUZZY LOGIC and MODELING | 5 | 5 | 4 | 5 | 5 | 4 | 2 | 2 | 3 | 3 |
GUIDED RESEARCH I for EECS | 3 | 3 | 3 | 5 | 5 | 1 | 5 | 1 | 5 | 1 |
GUIDED RESEARCH II for EECS | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 5 |
INTEGRATED OPTICS and OPTOELECTRONICS | 2 | 4 | 3 | 4 | 0 | 1 | 2 | 4 | 5 | 2 |
LINEAR SYSTEM THEORY | 5 | 5 | 4 | 0 | 0 | 0 | 3 | 0 | 0 | 0 |
MICROWAVE TUBES | 4 | 3 | 3 | 2 | 3 | 4 | 4 | 3 | 3 | 4 |
MİCROWAVE AMPLIFIERS | 4 | 3 | 4 | 5 | 4 | 3 | 4 | 4 | 4 | 3 |
MONOLITHIC MİCROWAVE INTEGRATED CIRCUITS | 5 | 4 | 3 | 4 | 5 | 5 | 4 | 3 | 4 | 0 |
OFDM and BEYOND for WIRELESS COMMUNICATIONS | 4 | 4 | 5 | 4 | 5 | 0 | 5 | 4 | 2 | 5 |
PASSIVE MICROWAVE DEVICES | 3 | 4 | 4 | 3 | 3 | 3 | 4 | 3 | 4 | 4 |
PhD SEMINAR | 2 | 3 | 4 | 0 | 0 | 0 | 0 | 5 | 5 | 0 |
SPECIAL TOPICS in RF and MICROWAVE ENGINEERING | 5 | 4 | 3 | 4 | 5 | 4 | 4 | 4 | 4 | 2 |
WIRELESS COMMUNICATION SYSTEMS | 4 | 4 | 5 | 4 | 5 | 0 | 5 | 4 | 2 | 5 |
İlişkili Ders Sayısı / 23/24 | 93 | 93 | 88 | 82 | 71 | 40 | 86 | 74 | 83 | 55 |
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 |