Program Information
Aim
The aim of the BS degree program at the Department of Industrial Engineering is to graduate engineers who 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, and have leadership skills.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Student Selection and Placement (YKS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Student Selection and Placement (YKS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.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 |
IND1110745 | CALCULUS I | English | 4 | 4 | 6 | |
IND1110746 | PHYSICS I | English | 3 | 3 | 5 | |
IND1110747 | PHYSICS I LAB | English | 0+2 | 1 | 2 | |
IND1110749 | ACADEMIC COMMUNICATION SKILLS I | English | 2 | 2 | 2 | |
IND1110751 | CALCULUS II | English | 4 | 4 | 6 | |
IND1110757 | GENERAL CHEMISTRY | English | 3 | 3 | 5 | |
IND1113180 | INTRODUCTION to PROGRAMMING | English | 3+2 | 4 | 6 | |
IND1118980 | INTRODUCTION to INDUSTRIAL ENGINEERING | English | 2 | 2 | 2 | |
IND1149040 | COMPUTER AIDED TECHNICAL DRAWING | English | 2+2 | 3 | 6 | |
TDL1110400 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
IND1210745 | CALCULUS I | English | 4 | 4 | 6 | |
IND1210751 | CALCULUS II | English | 4 | 4 | 6 | |
IND1210752 | PHYSICS II | English | 3 | 3 | 5 | |
IND1210753 | PHYSICS II LAB | English | 0+2 | 1 | 2 | |
IND1210755 | ACADEMIC COMMUNICATION SKILLS II | English | 2 | 2 | 2 | |
IND1210757 | GENERAL CHEMISTRY | English | 3 | 3 | 5 | |
IND1212508 | ADVANCED PROGRAMMING | English | 3+2 | 4 | 5 | |
IND1213240 | INTRODUCTION to MATERIAL SCIENCE | English | 3 | 3 | 5 | |
IND1213180 | INTRODUCTION to PROGRAMMING | English | 3+2 | 4 | 6 | |
TDL1210600 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 |
Program Qualification
Theoretical, Factual
Adequate knowledge in mathematics, science and engineering subjects pertaining to the relevant discipline; ability to use theoretical and applied knowledge in these areas in the solution of complex engineering problems.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1 - Adequate knowledge in mathematics, science and engineering subjects pertaining to the relevant discipline; ability to use theoretical and applied knowledge in these areas in the solution of complex engineering problems.
| |
SKILLS | |
Cognitive, Practical | |
1 - Adequate knowledge in mathematics, science and engineering subjects pertaining to the relevant discipline; ability to use theoretical and applied knowledge in these areas in the solution of complex engineering problems. 2 - Ability to formulate, and solve complex engineering problems; ability to select and apply proper analysis and modeling methods for this purpose. 4 - Ability to select and use modern techniques and tools needed for analyzing and solving complex problems encountered in engineering practice; ability to employ information technologies effectively. 3 - Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the desired result; ability to apply modern design methods for this purpose. 5 - Ability to design and conduct experiments, gather data, analyze and interpret results for investigating complex engineering problems or discipline specific research questions. | |
3 - Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the desired result; ability to apply modern design methods for this purpose. 4 - Ability to select and use modern techniques and tools needed for analyzing and solving complex problems encountered in engineering practice; ability to employ information technologies effectively. | |
4 - Ability to select and use modern techniques and tools needed for analyzing and solving complex problems encountered in engineering practice; ability to employ information technologies effectively. 3 - Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the desired result; ability to apply modern design methods for this purpose. | |
3 - Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the desired result; ability to apply modern design methods for this purpose. 4 - Ability to select and use modern techniques and tools needed for analyzing and solving complex problems encountered in engineering practice; ability to employ information technologies effectively. 2 - Ability to formulate, and solve complex engineering problems; ability to select and apply proper analysis and modeling methods for this purpose. | |
4 - Ability to select and use modern techniques and tools needed for analyzing and solving complex problems encountered in engineering practice; ability to employ information technologies effectively. 5 - Ability to design and conduct experiments, gather data, analyze and interpret results for investigating complex engineering problems or discipline specific research questions. | |
COMPETENCIES | |
Ability to work independently and take responsibility | |
6 - Ability to work efficiently in intra-disciplinary and multi-disciplinary teams; ability to work individually.
| |
8 - Awareness of the need for lifelong learning; ability to access information, to follow developments in science and technology, and to continue to educate him/herself.
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Learning Competence | |
8 - Awareness of the need for lifelong learning; ability to access information, to follow developments in science and technology, and to continue to educate him/herself.
| |
8 - Awareness of the need for lifelong learning; ability to access information, to follow developments in science and technology, and to continue to educate him/herself.
| |
1 - Adequate knowledge in mathematics, science and engineering subjects pertaining to the relevant discipline; ability to use theoretical and applied knowledge in these areas in the solution of complex engineering problems.
| |
2 - Ability to formulate, and solve complex engineering problems; ability to select and apply proper analysis and modeling methods for this purpose. 4 - Ability to select and use modern techniques and tools needed for analyzing and solving complex problems encountered in engineering practice; ability to employ information technologies effectively. 3 - Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the desired result; ability to apply modern design methods for this purpose. | |
3 - Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the desired result; ability to apply modern design methods for this purpose. 4 - Ability to select and use modern techniques and tools needed for analyzing and solving complex problems encountered in engineering practice; ability to employ information technologies effectively. 2 - Ability to formulate, and solve complex engineering problems; ability to select and apply proper analysis and modeling methods for this purpose. | |
2 - Ability to formulate, and solve complex engineering problems; ability to select and apply proper analysis and modeling methods for this purpose. 4 - Ability to select and use modern techniques and tools needed for analyzing and solving complex problems encountered in engineering practice; ability to employ information technologies effectively. 3 - Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the desired result; ability to apply modern design methods for this purpose. | |
6 - Ability to work efficiently in intra-disciplinary and multi-disciplinary teams; ability to work individually.
| |
Communication and Social Competence | |
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7 - Ability to communicate effectively, both orally and in writing; knowledge of a minimum of one foreign language; ability to write effective reports and comprehend written reports, prepare design and production reports, make effective presentations, and give and receive clear and intelligible instructions.
| |
7 - Ability to communicate effectively, both orally and in writing; knowledge of a minimum of one foreign language; ability to write effective reports and comprehend written reports, prepare design and production reports, make effective presentations, and give and receive clear and intelligible instructions.
| |
8 - Awareness of the need for lifelong learning; ability to access information, to follow developments in science and technology, and to continue to educate him/herself.
| |
11 - Knowledge about the global and social effects of engineering practices on health, environment, and safety, and contemporary issues of the century reflected into the field of engineering; awareness of the legal consequences of engineering solutions.
| |
Field-based Competence | |
9 - Knowledge on behavior according ethical principles, professional and ethical responsibility and standards used in engineering practices.
| |
10 - Knowledge about business life practices such as project management, risk management, and change management; awareness in entrepreneurship, innovation; knowledge about sustainable development.
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11 - Knowledge about the global and social effects of engineering practices on health, environment, and safety, and contemporary issues of the century reflected into the field of engineering; awareness of the legal consequences of engineering solutions.
|
Employment Opportunities
Upgrading
Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
Head of Department/Program
Head Of Department
Doç.Dr. Melis Almula KARADAYILearning 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 |
---|---|---|
Mastery Learning | Prior knowledge/student readiness is determined. Appropriate teaching methods and techniques are selected. Learning deficiencies are identified. Supplementary or supplementary teaching plan is applied. | Cognitive strategies, models and techniques |
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) |
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 |
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 |
Short Answer Exam | ||
Multiple-Choice 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 |
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 |
Simulation-Based Evaluation | It is the evaluation of different clinical situations with a simulation or a model. | Can use the checklist in rubric, rating scale form |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 |
---|---|---|---|---|---|---|---|---|---|---|---|
ACADEMIC COMMUNICATION SKILLS I | 0 | 0 | 0 | 0 | 0 | 2 | 5 | 3 | 0 | 0 | 0 |
ACADEMIC COMMUNICATION SKILLS II | 0 | 0 | 0 | 0 | 0 | 2 | 5 | 3 | 0 | 0 | 0 |
ADVANCED OPERATION RESEARCH | 5 | 5 | 0 | 4 | 1 | 2 | 0 | 2 | 1 | 0 | 0 |
ADVANCED PROGRAMMING | 4 | 5 | 3 | 4 | 5 | 2 | 2 | 1 | 1 | 0 | 0 |
ALGORITHM ANALYSIS | 5 | 5 | 3 | 1 | 0 | 3 | 3 | 3 | 1 | 0 | 0 |
APPLIED STATISTICS | 5 | 4 | 0 | 5 | 4 | 3 | 0 | 3 | 0 | 0 | 0 |
ARTIFICIAL NEURAL NETWORKS | 5 | 5 | 5 | 5 | 5 | 4 | 3 | 5 | 1 | 1 | 1 |
BUSINESS PROCESS ANALYSIS and DESIGN | 2 | 3 | 3 | 0 | 1 | 4 | 4 | 1 | 1 | 4 | 1 |
CALCULUS I | 5 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
CALCULUS II | 5 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
CASE STUDIES in INDISTRIAL ENGINEERING | 3 | 3 | 4 | 4 | 5 | 2 | 3 | 5 | 3 | 4 | 5 |
COMPUTER AIDED TECHNICAL DRAWING | 3 | 3 | 4 | 4 | 1 | 4 | 2 | 2 | 3 | 1 | 1 |
COST ANALYSIS | 3 | 3 | 0 | 5 | 0 | 4 | 4 | 5 | 4 | 5 | 0 |
DATA SCIENCE | 3 | 5 | 4 | 5 | 5 | 1 | 5 | 3 | 3 | 0 | 2 |
DATA STRUCTURES | 3 | 5 | 4 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
DECISION ANALYSIS | 4 | 5 | 0 | 4 | 4 | 3 | 3 | 3 | 0 | 0 | 0 |
DESIGN of EXPERIMENT | 4 | 4 | 0 | 4 | 5 | 3 | 3 | 0 | 1 | 0 | 0 |
DIFFERENTIAL EQUATIONS | 4 | 3 | 0 | 3 | 3 | 4 | 0 | 0 | 0 | 0 | 0 |
DISCRETE MATHEMATICS | 5 | 5 | 0 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 0 |
ENGINEERING ECONOMICS | 5 | 5 | 1 | 4 | 4 | 3 | 3 | 2 | 0 | 0 | 0 |
ENGINEERING MANAGEMENT | 1 | 3 | 4 | 4 | 3 | 5 | 5 | 3 | 2 | 5 | 2 |
ENGINEERING PROJECT I | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 3 |
ENGINEERING PROJECT II | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 4 |
FACILITY DESIGN and PLANNING | 4 | 4 | 0 | 4 | 0 | 3 | 3 | 3 | 0 | 0 | 0 |
FINANCIAL METHODS for ENGINEERS | 2 | 4 | 0 | 3 | 0 | 0 | 1 | 0 | 3 | 0 | 2 |
GENERAL CHEMISTRY | 2 | 2 | 0 | 0 | 0 | 3 | 2 | 1 | 0 | 0 | 0 |
HEURISTICS METHODS for OPTIMIZATION | 5 | 4 | 3 | 4 | 2 | 4 | 3 | 2 | 1 | 0 | 3 |
HISTORY of the TURKISH REPUBLIC II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
HUMAN MACHINE INTERACTION | 0 | 3 | 4 | 4 | 0 | 2 | 3 | 0 | 0 | 0 | 1 |
INNOVATION and ENTREPRENEURSHIP | 2 | 3 | 3 | 3 | 3 | 5 | 4 | 4 | 4 | 5 | 5 |
INTRODUCTION to ERP SYSTEMS | 4 | 2 | 3 | 2 | 0 | 3 | 2 | 5 | 3 | 5 | 0 |
INTRODUCTION to FUZZY LOGIC and MODELING | 4 | 3 | 0 | 4 | 4 | 4 | 4 | 0 | 0 | 0 | 0 |
INTRODUCTION to GAME THEORY | 5 | 4 | 3 | 5 | 4 | 3 | 0 | 3 | 0 | 0 | 0 |
INTRODUCTION to INDUSTRIAL ENGINEERING | 3 | 3 | 0 | 3 | 0 | 0 | 0 | 3 | 3 | 2 | 2 |
INTRODUCTION to MATERIAL SCIENCE | 3 | 1 | 1 | 0 | 3 | 3 | 2 | 2 | 3 | 1 | 0 |
INTRODUCTION to MODELLING and OPTIMIZATION | 5 | 5 | 4 | 5 | 4 | 1 | 1 | 0 | 0 | 1 | 1 |
INTRODUCTION to PROGRAMMING | 4 | 5 | 3 | 3 | 4 | 4 | 2 | 3 | 2 | 3 | 1 |
INTRODUCTION to RISK ANALYSIS and MANAGEMENT | 1 | 3 | 4 | 4 | 3 | 5 | 5 | 3 | 2 | 5 | 2 |
LINEAR ALGEBRA | 5 | 3 | 0 | 0 | 0 | 2 | 2 | 0 | 0 | 0 | 0 |
MANUFACTURING PROCEDURES | 3 | 3 | 2 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 |
MODELLING and SIMULATION | 4 | 5 | 3 | 3 | 5 | 5 | 4 | 2 | 1 | 0 | 0 |
NETWORK FLOWS and INTEGER PROGRAMMING | 4 | 4 | 4 | 4 | 3 | 3 | 3 | 2 | 1 | 4 | 2 |
OBJECT- ORIENTED PROGRAMMING | 2 | 3 | 2 | 4 | 3 | 5 | 2 | 4 | 3 | 0 | 0 |
OCCUPATIONAL HEALTH and SAFETY I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
OCCUPATIONAL HEALTH and SAFETY II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 4 | 2 | 5 |
PHYSICS I | 4 | 2 | 1 | 1 | 4 | 3 | 3 | 1 | 1 | 0 | 0 |
PHYSICS I LAB | 5 | 3 | 3 | 1 | 5 | 5 | 5 | 1 | 3 | 3 | 0 |
PHYSICS II | 4 | 2 | 1 | 1 | 4 | 3 | 3 | 1 | 1 | 0 | 0 |
PHYSICS II LAB | 5 | 3 | 3 | 1 | 5 | 5 | 3 | 1 | 3 | 0 | 0 |
PRINCIPLES of PROGRAMMING LANGUAGES | 0 | 3 | 2 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
PROBABILITY and RANDOM VARIABLES | 5 | 2 | 0 | 1 | 1 | 3 | 3 | 4 | 1 | 0 | 0 |
PRODUCTION PLANNING and CONTROL | 4 | 5 | 4 | 4 | 3 | 3 | 1 | 1 | 1 | 1 | 0 |
PROGRAMMING for ENGINEERS | 1 | 5 | 4 | 5 | 1 | 3 | 2 | 4 | 1 | 2 | 0 |
PROGRAMMING with MATLAB | 4 | 4 | 0 | 4 | 2 | 0 | 1 | 2 | 1 | 0 | 0 |
PROJECT MANAGEMENT | 5 | 5 | 5 | 5 | 0 | 4 | 2 | 3 | 2 | 5 | 0 |
QUALITY ENGINEERING | 3 | 5 | 1 | 0 | 3 | 5 | 5 | 2 | 4 | 4 | 0 |
SCHEDULING | 5 | 5 | 4 | 5 | 4 | 3 | 1 | 2 | 1 | 2 | 1 |
SPECIAL TOPICS in OPERATIONS RESEARCH | 4 | 5 | 3 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 1 |
STOCHASTIC MODELS | 4 | 4 | 0 | 4 | 0 | 0 | 0 | 2 | 0 | 0 | 0 |
STRATEGIC MANAGEMENT | 3 | 1 | 1 | 2 | 3 | 3 | 3 | 1 | 1 | 2 | 1 |
SUMMER INTERNSHIP | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
SUMMER INTERNSHIP II | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
SUPPLY CHAIN MANAGEMENT | 4 | 4 | 0 | 4 | 0 | 3 | 3 | 3 | 0 | 0 | 0 |
SYSTEMS ANALYSIS and DESIGN | 4 | 4 | 5 | 4 | 4 | 3 | 3 | 0 | 1 | 3 | 1 |
TECHNOLOGY, SOCIETY and ETHICS | 3 | 1 | 1 | 0 | 3 | 2 | 3 | 3 | 3 | 2 | 3 |
TURKISH LANGUAGE I | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 0 | 0 | 0 |
TURKISH LANGUAGE II | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 0 | 0 | 0 |
WEB PROGRAMMING | 2 | 4 | 4 | 4 | 1 | 1 | 1 | 0 | 0 | 1 | 0 |
İlişkili Ders Sayısı / 69/69 | 225 | 224 | 138 | 197 | 153 | 177 | 160 | 147 | 97 | 95 | 67 |
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 |