Aim
The aim of the PhD program is to provide students with the ability to conduct independent research, to interpret scientific events from a broad and deep perspective and to reach new syntheses. In their future careers, students are expected to develop their own research question design by utilizing interdisciplinary and complex theoretical frameworks and contribute to science.Qualification Awarded
Third Cycle (Doctorate Degree)Registration and Admission Requirements
To have a master's degree with thesis. To have at least 75 points from ALES in the score type of the program applied for or an equivalent score from international exams accepted by the Interuniversity Board. For those applying with a bachelor's degree, to have a minimum undergraduate grade point average of 3.00 out of 4.00 or equivalent and to have at least 80 points from ALES in the score type of the program applied for.Graduation Requirements
Students who successfully complete all courses and take seminar, proficiency exam, thesis proposal, doctoral thesis and at least 240 ECTS are entitled to receive a diploma.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken and succeeded in the Graduate School where they have previously enrolled. Exemption requests, if necessary, are decided after the necessary consultations are made by the head of the department and the program coordinator, taking the opinion of the instructor teaching the relevant 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 |
| MİÇD1113516 | RESEARCH METHODS in MEDIA and COMMUNICATION STUDIES | Turkish | 3 | 3 | 8 | |
| MİÇD1113517 | MEDIA and CULTURAL STUDIES | Turkish | 3 | 3 | 8 | |
| MİÇD1113518 | CONTEMPORARY APPROACHES to ADVERTISING THEORY and RESEARCH | Turkish | 3 | 3 | 8 | |
| MİÇD1113519 | DIGITAL MARKETING and ADVERTISING | Turkish | 3 | 3 | 8 | |
| MİÇD1113521 | PUBLIC RELATIONS and REPUTATION MANAGEMENT | Turkish | 3 | 3 | 8 | |
| MİÇD1113522 | CONSUMER BEHAVIOUR THEORIES | Turkish | 3 | 3 | 8 | |
| MİÇD1113523 | APPROACHES to MARKETING THEORIES | Turkish | 3 | 3 | 8 | |
| MİÇD1113524 | CULTURE INDUSTRY | Turkish | 3 | 3 | 8 | |
| MİÇD1113525 | HISTORY of CULTURE | Turkish | 3 | 3 | 8 | |
| MİÇD1113526 | MASS COMMUNICATION and JOURNALISM | Turkish | 3 | 3 | 8 | |
| MİÇD1113527 | FILM and CULTURAL THEORY | Turkish | 3 | 3 | 8 | |
| MİÇD1113528 | NARRATIVE and SCREENWRITING in CINEMA | Turkish | 3 | 3 | 8 | |
| MİÇD1113529 | NEWS and REPORTING | Turkish | 3 | 3 | 8 | |
| MİÇD1113531 | FILM HISTORY | Turkish | 3 | 3 | 8 | |
| MİÇD1113532 | MEDIA THEORY | Turkish | 3 | 3 | 8 | |
| MİÇD1113533 | MEDIA and COMMUNICATION THEORIES | Turkish | 3 | 3 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| MİÇD1213534 | MEDIA, COMMUNICATION and SOCIETY | Turkish | 3 | 3 | 8 | |
| MİÇD1213535 | PhD SEMINAR | Turkish | 3 | - | 8 | |
| MİÇD1213536 | INTERCULTURAL COMMUNICATION THEORY and PRACTICES | Turkish | 3 | 3 | 8 | |
| MİÇD1213537 | STRATEGIC BRAND MANAGEMENT | Turkish | 3 | 3 | 8 | |
| MİÇD1213538 | FILM GENRES | Turkish | 3 | 3 | 8 | |
| MİÇD1213539 | HISTORY of TURKISH CINEMA | Turkish | 3 | 3 | 8 | |
| MİÇD1213541 | CORPORATE COMMUNICATION THEORY and PRACTICES | Turkish | 3 | 3 | 8 | |
| MİÇD1213542 | BRANDING and BRAND IMAGE MANAGEMENT | Turkish | 3 | 3 | 8 | |
| MİÇD1213543 | DIGITAL MEDIA and DATA SOCIETY | Turkish | 3 | 3 | 8 | |
| MİÇD1213544 | EXPERIMENTAL FILM | Turkish | 3 | 3 | 8 | |
| MİÇD1213545 | HISTORY of the PRESS | Turkish | 3 | 3 | 8 | |
| MİÇD1213547 | CULTURE INDUSTRY | Turkish | 3 | 3 | 8 | |
| MİÇD1213548 | INFORMATION TECHNOLOGY and CULTURE | Turkish | 3 | 3 | 8 | |
| MİÇD1213549 | BRAND MANAGEMENT PRINCIPLES and STRATEGIES | Turkish | 3 | 3 | 8 | |
| MİÇD1213551 | PERSUASION TECHNOLOGIES | Turkish | 3 | 3 | 8 | |
| MİÇD1213552 | NEWS ANALYSIS | Turkish | 3 | 3 | 8 | |
| MİÇD1215062 | MEDIA ETHICS | Turkish | 3 | 3 | 8 | |
Program Qualification
Theoretical, Factual
To have advanced theoretical and practical knowledge in areas such as media history, news writing techniques, news types, applied journalism.
Knows the process of content production appropriate to the characteristics of different communication environments.
Has knowledge about the theories, methods, strategies and techniques related to the field.
To be aware of the impact of media on the thoughts, behaviors and values of individuals and society.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1- Develops and deepens up-to-date and advanced knowledge in the field of humanities based on phd qualifications at the level of original thought and research and expertise, conducts studies on this and creates original definitions and concepts that will bring innovation to the field.
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4 - To be aware of the impact of media on the thoughts, behaviors and values of individuals and society.
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2- Understanding the interdisciplinary interaction that the field of humanities is related to, analyzing new and complex ideas, discussions and developments and reaching original results by using information that requires expertise in evaluation.
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5 - Uses theoretical and practical knowledge specific to the field.
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3- Recognizing domestic and foreign sources of information in the relevant field in order to develop and deepen advanced theoretical and practical knowledge in the field of humanities.
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7 - Follows and uses new methods and technologies related to the field.
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| SKILLS | |
| Cognitive, Practical | |
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1- Evaluating, examining and using the developments and information in the field of humanities with a systematic approach.
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6 - Develops critical thinking, analysis and synthesis skills.
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2- Developing a thought, method or application that brings innovation to the field of human sciences; applies a known thought, method and application to a different field in the field of human sciences.
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8 - Develops the ability to realize an original media content production with the knowledge acquired.
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3- Investigating, understanding, designing, adapting and implementing an original subject.
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10 - Identifies problems in the field, collects and analyzes data to solve these problems; interprets and proposes solutions.
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4- Analyzing, synthesizing and critically evaluating new and complex ideas in the field of human sciences.
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4 - To be aware of the impact of media on the thoughts, behaviors and values of individuals and society.
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5- Using the research methods and techniques used in studies related to humanities at the highest level.
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10 - Identifies problems in the field, collects and analyzes data to solve these problems; interprets and proposes solutions. 7 - Follows and uses new methods and technologies related to the field. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Contributing to scientific studies in the relevant field by carrying out an original study, program and project independently.
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6 - Develops critical thinking, analysis and synthesis skills.
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2- Expanding the boundaries of knowledge by making original studies on the field of humanities or by bringing new interpretations to existing studies.
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6 - Develops critical thinking, analysis and synthesis skills.
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3- Making international and national publications related to its field.
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12 - Takes responsibility in individual or group studies related to the field and fulfills the task taken or executes it independently.
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4- Leading in environments that require the resolution of original and interdisciplinary problems in the field of human sciences.
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11 - Acts in accordance with democracy, human rights, social, scientific and professional ethical values in the process of content production.
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5- Participating in national or international projects and/or develops new projects.
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12 - Takes responsibility in individual or group studies related to the field and fulfills the task taken or executes it independently.
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| Learning Competence | |
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1- Developing new thoughts, models, methods and practices related to the field by using high-level decision-making processes such as creative and critical thinking, problem solving, comparison, and planning in the field of human sciences.
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10 - Identifies problems in the field, collects and analyzes data to solve these problems; interprets and proposes solutions.
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2- Explaining advanced information in the field of humanities to the people under their responsibility through theoretical and practical studies.
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8 - Develops the ability to realize an original media content production with the knowledge acquired.
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| Communication and Social Competence | |
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1- Examining and developing the norms and rules that guide the relations in the field of human sciences from a critical perspective and manages the actions to change them when necessary.
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10 - Identifies problems in the field, collects and analyzes data to solve these problems; interprets and proposes solutions.
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2- While discussing the subjects in his/her field with experts in the field of humanities, he/she puts forward original opinions and establishes an effective communication showing his/her competence and interdisciplinary perspective in his/her field.
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2 - Knows the process of content production appropriate to the characteristics of different communication environments.
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3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level.
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9 - Evaluates visual and audio data and literary texts related to the field with a critical approach.
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4- Using computer software required by the field of humanities uses information and communication technologies at an advanced level.
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7 - Follows and uses new methods and technologies related to the field.
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| Field-based Competence | |
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1- By introducing scientific, cultural and artistic developments in the field of human sciences, it contributes to the process of becoming and maintaining the information society of the society in which it lives.
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13 - Plans and manages activities for professional development as an individual and team member.
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2- Making decisions at the highest level in solving the problems encountered in the field of humanities and establishing constructive and useful interaction with the relevant persons and institutions.
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9 - Evaluates visual and audio data and literary texts related to the field with a critical approach.
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3- Contributing to the solution of scientific, cultural, artistic and ethical problems encountered in the field of humanities and supports the development of these values.
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12 - Takes responsibility in individual or group studies related to the field and fulfills the task taken or executes it independently.
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4- Supporting the decision-making processes of individuals and organizations related to the studies carried out to solve the problems encountered in the field of humanities.
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8 - Develops the ability to realize an original media content production with the knowledge acquired.
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5- Contributing to the activities of academic and professional institutions and organizations in the relevant field for the protection of historical and cultural heritage and the environment.
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11 - Acts in accordance with democracy, human rights, social, scientific and professional ethical values in the process of content production.
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6- Acting in accordance with quality management and processes and manages these processes.
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2 - Knows the process of content production appropriate to the characteristics of different communication environments.
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Employment Opportunities
Our students who graduate with the title of Media and Communication Systems Specialist have the opportunity to be employed in professions such as internet journalism, social media expertise, internet publishing, internet advertising, digital writing, digital marketing communication. Those who qualify for a doctorate degree can be employed as academicians in Foundation, Private and Public Universities.Upgrading
The PhD degree is the most important final academic degree in Turkey and in the world. In academic life, the procedure for obtaining other administrative titles such as Associate Professorship and Professorship is decided according to higher education legislation and other legal regulations.Type of Training
Full TimeAssessment and Evaluation
Passing and graduation success criteria and passing grade for each course in graduate programs are carried out according to the provisions of Higher Education and other legislation. In our Political Science and International Relations Program, course success is measured in Project, Essay, Oral and Written procedures. The Qualifying Exam is the most important turning point. After taking all the necessary courses, the student's readiness to write a thesis is measured by a comprehensive "Qualifying Exam". The most important success criterion in doctoral education is the candidate's capacity to conduct original research on his/her own. For this purpose, research projects and articles are written in all courses.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 |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
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 |
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 | 15 | 16 | 17 | 18 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| APPROACHES to MARKETING THEORIES | 0 | 0 | 2 | 0 | 0 | 0 | 3 | 0 | 0 | 2 | 0 | 3 | 2 | 0 | 3 | 0 | 0 | 3 |
| BRAND MANAGEMENT PRINCIPLES and STRATEGIES | 0 | 2 | 0 | 0 | 0 | 2 | 1 | 0 | 0 | 1 | 0 | 3 | 1 | 0 | 3 | 0 | 0 | 2 |
| BRANDING and BRAND IMAGE MANAGEMENT | 0 | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
| CONSUMER BEHAVIOUR THEORIES | 0 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 3 | 1 | 2 | 0 | 3 | 0 | 0 | 0 |
| CONTEMPORARY APPROACHES to ADVERTISING THEORY and RESEARCH | 0 | 1 | 2 | 1 | 3 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| CORPORATE COMMUNICATION THEORY and PRACTICES | 1 | 2 | 3 | 2 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 1 | 2 |
| CULTURE INDUSTRY | 0 | 2 | 3 | 3 | 0 | 2 | 0 | 1 | 2 | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| DIGITAL MARKETING and ADVERTISING | 1 | 3 | 2 | 2 | 1 | 3 | 2 | 4 | 2 | 3 | 3 | 3 | 2 | 0 | 3 | 0 | 0 | 0 |
| DIGITAL MEDIA and DATA SOCIETY | 2 | 1 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 2 | 3 | 2 | 0 | 2 | 0 | 0 | 0 |
| EXPERIMENTAL FILM | 0 | 0 | 4 | 0 | 4 | 4 | 4 | 3 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| FILM and CULTURAL THEORY | 0 | 0 | 0 | 4 | 3 | 3 | 0 | 2 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| FILM GENRES | 0 | 0 | 2 | 0 | 1 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| FILM HISTORY | 0 | 0 | 2 | 0 | 1 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| HISTORY of CULTURE | 1 | 2 | 2 | 1 | 2 | 1 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 0 | 2 | 1 | 2 | 1 |
| HISTORY of the PRESS | 1 | 2 | 2 | 1 | 2 | 1 | 2 | 2 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 2 | 1 |
| HISTORY of TURKISH CINEMA | 0 | 0 | 3 | 0 | 4 | 3 | 3 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| INFORMATION TECHNOLOGY and CULTURE | 2 | 0 | 0 | 3 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| MASS COMMUNICATION and JOURNALISM | 1 | 1 | 2 | 1 | 1 | 0 | 1 | 2 | 2 | 1 | 1 | 2 | 1 | 0 | 1 | 1 | 2 | 1 |
| MEDIA and COMMUNICATION THEORIES | 3 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 3 | 1 | 2 | 2 | 0 | 3 | 0 | 0 | 0 |
| MEDIA and CULTURAL STUDIES | 2 | 3 | 3 | 4 | 2 | 4 | 0 | 0 | 4 | 3 | 2 | 2 | 0 | 0 | 0 | 0 | 0 | 0 |
| MEDIA ETHICS | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 1 | 0 | 0 |
| MEDIA THEORY | 1 | 2 | 2 | 2 | 1 | 1 | 2 | 1 | 2 | 3 | 2 | 0 | 2 | 0 | 2 | 0 | 0 | 0 |
| NARRATIVE and SCREENWRITING in CINEMA | 0 | 0 | 2 | 0 | 1 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| NEWS ANALYSIS | 2 | 1 | 1 | 1 | 1 | 3 | 1 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 2 |
| NEWS and REPORTING | 1 | 1 | 1 | 2 | 0 | 2 | 1 | 2 | 1 | 1 | 1 | 3 | 1 | 1 | 4 | 1 | 1 | 3 |
| PERSUASION TECHNOLOGIES | 0 | 3 | 3 | 3 | 2 | 0 | 3 | 3 | 3 | 3 | 1 | 3 | 2 | 0 | 2 | 0 | 0 | 0 |
| PhD SEMINAR | 0 | 0 | 2 | 0 | 0 | 2 | 1 | 0 | 2 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
| PUBLIC RELATIONS and REPUTATION MANAGEMENT | 1 | 3 | 4 | 1 | 4 | 1 | 3 | 4 | 2 | 4 | 2 | 1 | 4 | 1 | 1 | 1 | 1 | 1 |
| RESEARCH METHODS in MEDIA and COMMUNICATION STUDIES | 0 | 0 | 0 | 0 | 0 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| STRATEGIC BRAND MANAGEMENT | 1 | 2 | 3 | 1 | 3 | 1 | 4 | 2 | 1 | 3 | 1 | 1 | 4 | 1 | 1 | 1 | 1 | 1 |
| İlişkili Ders Sayısı / 30/35 | 22 | 39 | 60 | 44 | 49 | 62 | 49 | 41 | 49 | 44 | 30 | 37 | 36 | 12 | 39 | 10 | 12 | 17 |
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 |