Aim
The aim of the department of Nutrition and Dietetics is to graduate expert professionals, defining and evaluating the problems for individuals and society, seeking for the solutions, determining energy and food requirements of different age groups, giving consultancy and education for individuals and groups, preparing and implementing specific diets for diseases, carrying out management and organization activities at the institutions rendering catering services and food industry, conduct training, implementation and research activities.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
In order to be accepted to this program, it is necessary to have completed a high school or equivalent education and to have a diploma and to have obtained enough points in Higher Education Institutions Examination (YKS). Students are accepted to the program according to AYT NUMERICAL score type and the principles determined by Higher Education Council. Foreign Students are accepted according to the success criteria determined by the Senate.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 |
| BES1170510 | ANATOMY I | Turkish | 2 | 2 | 4 | |
| BES1111800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
| BES1156300 | GENERAL CHEMISTRY | Turkish | 2+3 | 3.5 | 5 | |
| BES1182330 | MEDICAL BIOLOGY and GENETICS | Turkish | 3 | 3 | 4 | |
| BES1153000 | ORIENTATION of PROFESSION | Turkish | 2 | 2 | 3 | |
| BES1115000 | COMMUNICATION in HEALTH SERVICES | Turkish | 2 | 2 | 2 | |
| ATA1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | 2 | 2 | |
| İNG1111200 | ENGLISH I | English | 4 | 4 | 4 | |
| TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| BES1270520 | ANATOMY II | Turkish | 2 | 2 | 4 | |
| BES1211900 | INFORMATION TECHNOLOGIES and TOOLS II | Turkish | 2 | 2 | 2 | |
| BES1253100 | ORGANIC CHEMISTRY | Turkish | 2 | 2 | 4 | |
| BES1282310 | PHYSIOLOGY | Turkish | 3 | 3 | 4 | |
| BES1214700 | WORLD CUISINE | Turkish | 2 | 2 | 2 | |
| BES1272000 | INTRODUCTION to FOODS | English | 2 | 2 | 2 | |
| BES1216000 | MEDICAL FIRST AID | Turkish | 2 | 2 | 2 | |
| BES1217000 | BEHAVIORAL SCIENCES | Turkish | 2 | 2 | 2 | |
| ATA1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | 2 | 2 | |
| İNG1211300 | ENGLISH II | English | 4 | 4 | 4 | |
| TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
PQ-1. They have basic knowledge in the field of Nutrition and Dietetics.
PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1- Having basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing up-to-date information in its field based on the competencies gained at the secondary education level.
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1 - PQ-1. They have basic knowledge in the field of Nutrition and Dietetics. 2 - PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. |
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2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health.
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1 - PQ-1. They have basic knowledge in the field of Nutrition and Dietetics. 5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. 8 - PQ-8. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics. |
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3-Defining the importance of ethical principles and ethical committees for individuals and society.
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7 - PQ-7. Uses at least one foreign language to reach, evaluate and use it for professional development. 5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. 2 - PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. 3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations. |
| SKILLS | |
| Cognitive, Practical | |
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1- Interpreting and evaluating data using basic knowledge and skills acquired in the field of health, identifying and analyzing problems and taking part/responsibility in studies planned for solution.
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2 - PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. 5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. 4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. 6 - PQ-6. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public. 8 - PQ-8. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics. 9 - PQ-9. Communicates effectively both verbally and written in occupational field. |
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2- Using basic computer programs and related technologies related to the field of health.
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9 - PQ-9. Communicates effectively both verbally and written in occupational field. 7 - PQ-7. Uses at least one foreign language to reach, evaluate and use it for professional development. 5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. |
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5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. 4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. 3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations. 11 - PQ-11. Develop positive attitudes toward lifelong learning and turn them into behavior. | |
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8 - PQ-8. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics.
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| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Carrying out a given task independently by using the basic knowledge it has about the field of health.
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4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines.
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2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field.
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4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. 8 - PQ-8. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics. |
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3- Carrying out activities for the development of employees within the framework of a project under its responsibility.
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9 - PQ-9. Communicates effectively both verbally and written in occupational field. 4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. |
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4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. 5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. | |
| Learning Competence | |
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1- Evaluating the basic knowledge and skills with a critical approach.
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8 - PQ-8. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics.
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2- Being able to determine learning needs and directing learning.
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11 - PQ-11. Develop positive attitudes toward lifelong learning and turn them into behavior.
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3- Consciousness of lifelong learning.
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5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. 7 - PQ-7. Uses at least one foreign language to reach, evaluate and use it for professional development. |
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11 - PQ-11. Develop positive attitudes toward lifelong learning and turn them into behavior.
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7 - PQ-7. Uses at least one foreign language to reach, evaluate and use it for professional development. 5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. | |
| Communication and Social Competence | |
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1- Informing the relevant persons and institutions by using the basic knowledge and skills in the field of health, and conveying his/her thoughts and solution suggestions for problems in writing and verbally.
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3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations. 4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. 2 - PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. 9 - PQ-9. Communicates effectively both verbally and written in occupational field. |
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2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts.
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8 - PQ-8. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics. 4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. |
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3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility.
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4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. 2 - PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. |
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4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.
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7 - PQ-7. Uses at least one foreign language to reach, evaluate and use it for professional development.
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5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.
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5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.
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6-It is monitoring the events on the agenda of the society and the world in the field of health and is sensitive to developments.
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5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. 2 - PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. |
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9 - PQ-9. Communicates effectively both verbally and written in occupational field.
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7 - PQ-7. Uses at least one foreign language to reach, evaluate and use it for professional development.
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9 - PQ-9. Communicates effectively both verbally and written in occupational field. 11 - PQ-11. Develop positive attitudes toward lifelong learning and turn them into behavior. 4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. | |
| Field-based Competence | |
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1- Acting in accordance with social, scientific, cultural and ethical values during the stages of collecting, interpreting, applying and announcing the results of data related to the health field.
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4 - PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. 2 - PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. 6 - PQ-6. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public. |
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2- Acting in accordance with quality management and processes and participates in these processes.
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6 - PQ-6. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public. 8 - PQ-8. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics. |
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3- Having sufficient awareness of individual and public health, environmental protection and occupational safety.
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6 - PQ-6. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public. 11 - PQ-11. Develop positive attitudes toward lifelong learning and turn them into behavior. 2 - PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. 1 - PQ-1. They have basic knowledge in the field of Nutrition and Dietetics. 3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations. |
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4- As an individual, he/she is acting in accordance with the laws, regulations, legislation and professional ethics rules related to his/her duties, rights and responsibilities.
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5 - PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. 11 - PQ-11. Develop positive attitudes toward lifelong learning and turn them into behavior. 6 - PQ-6. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public. |
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5-It is an example to society with its appearance, attitude, attitudes and behaviors.
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6 - PQ-6. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public.
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6-Having experience in working with other health disciplines.
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9 - PQ-9. Communicates effectively both verbally and written in occupational field. 1 - PQ-1. They have basic knowledge in the field of Nutrition and Dietetics. 2 - PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. |
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7- Developing solution suggestions by considering professional and ethical values.
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11 - PQ-11. Develop positive attitudes toward lifelong learning and turn them into behavior.
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6 - PQ-6. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public.
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Employment Opportunities
Graduates can work in public institutions, private sector, research institutes or universities.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
The success of a course is determined by the course grade. Course achievement grade is obtained by evaluating the student's midterm exam, applied studies, group studies and similar studies in the semester and the final exam. For all courses, students who do not get at least 50 points from the final exam are considered unsuccessful. To be successful in the course at least 60 points or 2,27 achievement quotient must be achieved at the end of the semester.Head of Department/Program
Head Of Department
Prof.Dr. Gülgün ERSOYLearning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
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. |
Care Plan | ||
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 |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| ACADEMIC TRANSLATION and WRITING SKILLS | 1 | 2 | 1 | 4 | 1 | 1 | 5 | 4 | 3 | 3 | 3 |
| ANATOMY I | 2 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ANATOMY II | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
| ASSESMENT of NUTRITIONAL STATUS in the COMMUNITY | 5 | 5 | 3 | 5 | 5 | 5 | 3 | 4 | 5 | 1 | 2 |
| BARIATRIC SURGERY and NUTRITION | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 5 | 5 | 2 | 2 |
| BASIC PRINCIPLES in WOMEN'S HEALTH | 3 | 3 | 3 | 2 | 3 | 1 | 2 | 1 | 3 | 2 | 3 |
| BEHAVIORAL SCIENCES | 0 | 0 | 2 | 3 | 0 | 3 | 0 | 3 | 4 | 0 | 5 |
| BIOISTATISTICS | 1 | 3 | 1 | 3 | 5 | 1 | 1 | 3 | 1 | 1 | 3 |
| BUSINESS ACCOUNTING | 1 | 2 | 0 | 0 | 3 | 5 | 0 | 5 | 1 | 5 | 5 |
| CHILD DEVELOPMENT | 3 | 3 | 0 | 1 | 1 | 4 | 3 | 0 | 3 | 4 | 5 |
| CLINICAL ADULT NUTRITION TRAINING | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 4 | 5 |
| CLINICAL CHILD NUTRITION TRAINING | 3 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 1 | 1 |
| COMMUNICATION in HEALTH SERVICES | 5 | 2 | 1 | 2 | 1 | 1 | 1 | 4 | 5 | 2 | 5 |
| COMMUNITY NUTRITION | 5 | 5 | 4 | 4 | 5 | 2 | 2 | 3 | 2 | 2 | 1 |
| COMMUNITY-BASED FOOD SYSTEM TRAINING | 5 | 4 | 4 | 5 | 4 | 4 | 2 | 4 | 4 | 3 | 3 |
| DEMOGRAPHIC STRUCTURE & HEALTH | 1 | 1 | 2 | 0 | 2 | 0 | 0 | 3 | 1 | 1 | 2 |
| ELECTIVE TRAINING | 1 | 5 | 5 | 4 | 2 | 4 | 2 | 4 | 5 | 1 | 3 |
| ENGLISH I | 0 | 0 | 0 | 1 | 4 | 0 | 5 | 0 | 2 | 0 | 1 |
| ENGLISH II | 0 | 0 | 0 | 4 | 2 | 0 | 5 | 0 | 2 | 0 | 1 |
| ENGLISH III | 0 | 2 | 2 | 2 | 4 | 1 | 5 | 2 | 2 | 0 | 1 |
| ENGLISH IV | 0 | 2 | 1 | 1 | 5 | 0 | 5 | 0 | 3 | 2 | 2 |
| ENTERAL and PARENTERAL NUTRITION | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 4 |
| ETHICS in HEALTH SCIENCES | 3 | 1 | 0 | 1 | 2 | 5 | 1 | 3 | 2 | 0 | 2 |
| FOOD CHEMISTRY and ANALYSIS I | 5 | 4 | 5 | 5 | 4 | 5 | 2 | 4 | 3 | 5 | 3 |
| FOOD CHEMISTRY and ANALYSIS II | 5 | 4 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 5 | 5 |
| FOOD CONTROL and LEGISLATION | 5 | 3 | 3 | 4 | 3 | 5 | 1 | 1 | 4 | 4 | 4 |
| FOOD DRUG INTERACTION | 2 | 3 | 2 | 3 | 2 | 1 | 2 | 0 | 2 | 3 | 2 |
| FOOD MICROBIOLOGY and FOOD SAFETY | 1 | 2 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 2 | 1 |
| FOOD SERVICE SYSTEMS I | 5 | 4 | 3 | 3 | 4 | 4 | 1 | 3 | 3 | 2 | 1 |
| FOOD SERVICE SYSTEMS II | 5 | 4 | 4 | 4 | 3 | 5 | 1 | 3 | 4 | 2 | 1 |
| FOOD TECHNOLOGY | 5 | 4 | 2 | 4 | 5 | 5 | 3 | 2 | 1 | 4 | 1 |
| FUNDAMENTALS of NUTRITIONAL SCIENCES | 5 | 4 | 4 | 3 | 3 | 1 | 4 | 2 | 1 | 0 | 2 |
| GENERAL CHEMISTRY | 3 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 |
| GENERAL MICROBIOLOGY | 1 | 2 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 2 | 1 |
| GRADUATE THESIS | 1 | 2 | 2 | 5 | 5 | 1 | 5 | 5 | 1 | 3 | 4 |
| HISTORY of the TURKISH REPUBLIC II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 5 |
| HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 5 |
| INFORMATION TECHNOLOGIES and TOOLS I | 1 | 0 | 0 | 0 | 4 | 0 | 1 | 0 | 4 | 0 | 1 |
| INFORMATION TECHNOLOGIES and TOOLS II | 2 | 2 | 3 | 1 | 2 | 3 | 1 | 3 | 4 | 3 | 1 |
| INTRODUCTION to FOODS | 5 | 2 | 3 | 1 | 4 | 1 | 5 | 1 | 1 | 4 | 4 |
| INTRODUCTION to SOCIAL and CULTURAL ANTHROPOLOGY | 3 | 3 | 2 | 3 | 4 | 2 | 3 | 3 | 2 | 4 | 5 |
| MEDICAL BIOLOGY and GENETICS | 2 | 1 | 0 | 3 | 2 | 1 | 3 | 0 | 2 | 2 | 1 |
| MEDICAL FIRST AID | 3 | 3 | 4 | 4 | 4 | 3 | 3 | 1 | 1 | 1 | 2 |
| MOTHER and CHILD NUTRITION | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 3 | 3 |
| NUTRITION & DIET THERAPY in DISEASE II | 5 | 5 | 3 | 5 | 5 | 3 | 4 | 5 | 4 | 5 | 4 |
| NUTRITION and DIET THERAPY in DISEASES I | 5 | 5 | 3 | 5 | 5 | 3 | 4 | 5 | 4 | 5 | 4 |
| NUTRITION COUNSELING and COMMUNICATION SKILLS | 4 | 5 | 4 | 5 | 4 | 5 | 1 | 5 | 5 | 3 | 2 |
| NUTRITION EDUCATION | 3 | 3 | 5 | 3 | 2 | 4 | 3 | 3 | 3 | 2 | 4 |
| NUTRITION in CHILDHOOD DISEASES | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 3 | 4 |
| NUTRITIONAL ANTHROPOLOGY | 5 | 5 | 5 | 4 | 1 | 0 | 3 | 2 | 4 | 5 | 1 |
| NUTRITIONAL BIOCHEMISTRY I | 5 | 4 | 4 | 5 | 4 | 5 | 5 | 4 | 5 | 5 | 5 |
| NUTRITIONAL BIOCHEMISTRY II | 5 | 4 | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 |
| NUTRITIONAL SUPPLEMENTS | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 |
| ORGANIC CHEMISTRY | 2 | 0 | 0 | 2 | 1 | 0 | 1 | 0 | 0 | 3 | 0 |
| ORIENTATION of PROFESSION | 5 | 1 | 0 | 1 | 5 | 5 | 3 | 0 | 3 | 5 | 4 |
| PHYSICAL ACTIVITY and HEALTH | 1 | 1 | 2 | 2 | 3 | 3 | 2 | 0 | 4 | 4 | 5 |
| PHYSIOLOGY | 0 | 2 | 0 | 1 | 2 | 0 | 0 | 1 | 0 | 1 | 0 |
| PRACTICE in COMMUNITY HEALTH NUTRITION | 2 | 5 | 5 | 5 | 4 | 5 | 2 | 5 | 5 | 1 | 2 |
| PRINCIPLES of NUTRITION I | 5 | 5 | 3 | 3 | 5 | 5 | 3 | 4 | 3 | 5 | 5 |
| PRINCIPLES of NUTRITION II | 5 | 5 | 4 | 3 | 5 | 5 | 3 | 0 | 3 | 4 | 4 |
| RESEARCH METHODS | 0 | 0 | 0 | 5 | 5 | 0 | 5 | 0 | 0 | 0 | 0 |
| SEMINAR | 0 | 4 | 2 | 5 | 4 | 3 | 3 | 2 | 5 | 3 | 4 |
| SPORTS NUTRITION | 5 | 4 | 3 | 5 | 4 | 5 | 3 | 4 | 5 | 5 | 3 |
| TURKISH LANGUAGE I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 5 |
| TURKISH LANGUAGE II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 5 |
| WORLD CUISINE | 5 | 1 | 4 | 5 | 2 | 5 | 5 | 1 | 4 | 5 | 2 |
| İlişkili Ders Sayısı / 66/66 | 186 | 178 | 156 | 194 | 200 | 172 | 161 | 152 | 179 | 175 | 181 |
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 |