Program Information

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.

COURSE LISTS
Fall Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
BES1115971MEDICAL BIOLOGY & GENETICSTurkish224
BES1170510ANATOMY ITurkish224
BES1111800INFORMATION TECHNOLOGIES and TOOLS ITurkish222
BES1156300GENERAL CHEMISTRYTurkish2+33.55
BES1117151AATurkish223
BES1116422HEALTH and NUTRITIONTurkish222
BES1153220GENERAL ECONOMICSTurkish222
BES1115000COMMUNICATION in HEALTH SERVICESTurkish222
ATA1110800HISTORY of the TURKISH REPUBLIC ITurkish222
İNG1111200ENGLISH IEnglish444
TDL1110200TURKISH LANGUAGE ITurkish222
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
BES1270520ANATOMY IITurkish224
BES1211900INFORMATION TECHNOLOGIES and TOOLS IITurkish222
BES1253100ORGANIC CHEMISTRYTurkish224
BES1282310PHYSIOLOGY Turkish334
BES1214700WORLD CUISINETurkish222
BES1214800HUMAN RESOURCES MANAGEMENTTurkish222
BES1216000MEDICAL FIRST AIDTurkish222
BES1217000BEHAVIORAL SCIENCESTurkish222
BES1217239INTRODUCTION to NUTRIENTSEnglish222
ATA1210000HISTORY of the TURKISH REPUBLIC IITurkish222
İNG1211300ENGLISH IIEnglish444
TDL1220000TURKISH LANGUAGE IITurkish222

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 QualificationProgram Qualification
KNOWLEDGE
Theoretical, Factual

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.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.

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.

2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health.

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.

9 - PQ-9. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics.

6 - PQ-6. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.

3-Defining the importance of ethical principles and ethical committees for individuals and society.

6 - PQ-6. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.

8 - PQ-8. Uses at least one foreign language to reach, evaluate and use it for professional development.

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

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.

5 - PQ-5. 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.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.

7 - PQ-7. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public.

6 - PQ-6. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.

9 - PQ-9. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics.

10 - PQ-10. Communicates effectively both verbally and written in occupational field.

2- Using basic computer programs and related technologies related to the field of health.

10 - PQ-10. Communicates effectively both verbally and written in occupational field.

8 - PQ-8. Uses at least one foreign language to reach, evaluate and use it for professional development.

6 - PQ-6. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.



5 - PQ-5. 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.

6 - PQ-6. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.

12 - PQ-12. Develop positive attitudes toward lifelong learning and turn them into behavior.

4 - PQ-4. Gains effective knowledge and skills in mass food service systems and manages processes such as menu planning, production, hygiene, and food safety.



4 - PQ-4. Gains effective knowledge and skills in mass food service systems and manages processes such as menu planning, production, hygiene, and food safety.

9 - PQ-9. Use critical thinking, problem solving and decision making skills 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.

COMPETENCIES
Ability to work independently and take responsibility

1- Carrying out a given task independently by using the basic knowledge it has about the field of health.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.

5 - PQ-5. 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.

4 - PQ-4. Gains effective knowledge and skills in mass food service systems and manages processes such as menu planning, production, hygiene, and food safety.

2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field.

4 - PQ-4. Gains effective knowledge and skills in mass food service systems and manages processes such as menu planning, production, hygiene, and food safety.

5 - PQ-5. 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.

9 - PQ-9. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics.

3- Carrying out activities for the development of employees within the framework of a project under its responsibility.

10 - PQ-10. Communicates effectively both verbally and written in occupational field.

5 - PQ-5. 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.

4 - PQ-4. Gains effective knowledge and skills in mass food service systems and manages processes such as menu planning, production, hygiene, and food safety.



5 - PQ-5. 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.

6 - PQ-6. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.

Learning Competence

1- Evaluating the basic knowledge and skills with a critical approach.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.

9 - PQ-9. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics.

2- Being able to determine learning needs and directing learning.

4 - PQ-4. Gains effective knowledge and skills in mass food service systems and manages processes such as menu planning, production, hygiene, and food safety.

12 - PQ-12. Develop positive attitudes toward lifelong learning and turn them into behavior.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.

3- Consciousness of lifelong learning.

6 - PQ-6. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.

8 - PQ-8. Uses at least one foreign language to reach, evaluate and use it for professional development.



12 - PQ-12. Develop positive attitudes toward lifelong learning and turn them into behavior.



8 - PQ-8. Uses at least one foreign language to reach, evaluate and use it for professional development.

6 - PQ-6. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.

Communication and Social Competence

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.

5 - PQ-5. 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.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.

10 - PQ-10. Communicates effectively both verbally and written in occupational field.

4 - PQ-4. Gains effective knowledge and skills in mass food service systems and manages processes such as menu planning, production, hygiene, and food safety.

2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts.

9 - PQ-9. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics.

5 - PQ-5. 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.

3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility.

5 - PQ-5. 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.

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.

8 - PQ-8. Uses at least one foreign language to reach, evaluate and use it for professional development.

5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.

6 - PQ-6. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.

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.

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. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.



10 - PQ-10. Communicates effectively both verbally and written in occupational field.



8 - PQ-8. Uses at least one foreign language to reach, evaluate and use it for professional development.



10 - PQ-10. Communicates effectively both verbally and written in occupational field.

5 - PQ-5. 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.

12 - PQ-12. Develop positive attitudes toward lifelong learning and turn them into behavior.

Field-based Competence

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.

5 - PQ-5. 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.

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.

7 - PQ-7. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public.

2- Acting in accordance with quality management and processes and participates in these processes.

7 - PQ-7. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public.

9 - PQ-9. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics.

3- Having sufficient awareness of individual and public health, environmental protection and occupational safety.

7 - PQ-7. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public.

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.

11 - PQ-11. They have general cultural knowledge that profession requires.

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.

12 - PQ-12. Develop positive attitudes toward lifelong learning and turn them into behavior.

4 - PQ-4. Gains effective knowledge and skills in mass food service systems and manages processes such as menu planning, production, hygiene, and food safety.

7 - PQ-7. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public.

6 - PQ-6. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies.

5-It is an example to society with its appearance, attitude, attitudes and behaviors.

7 - PQ-7. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.

4 - PQ-4. Gains effective knowledge and skills in mass food service systems and manages processes such as menu planning, production, hygiene, and food safety.

6-Having experience in working with other health disciplines.

3 - PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations.

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.

10 - PQ-10. Communicates effectively both verbally and written in occupational field.

7- Developing solution suggestions by considering professional and ethical values.

12 - PQ-12. Develop positive attitudes toward lifelong learning and turn them into behavior.



7 - PQ-7. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public.

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 Time

Assessment 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 ERSOY

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

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.

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

Portfolio Task

It is used to assess students holistically (intellectually, behaviorally, socially). It includes at least one year of student activities. In special cases, it may be for a semester.

Sample protfolios, checklists, rubrics, rating scales

Group Assessment Technique

In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade.

Group evaluation form (can be used in contor list rubric, grading scale form)

Course - Program Competencies Relations

Course123456789101112
ACADEMIC TRANSLATION and WRITING SKILLS100025053422
ALTERNATIVE DIETS554245435434
ANATOMY I221022102031
ANATOMY II222022232232
ASSESMENT of NUTRITIONAL STATUS in the COMMUNITY554152214232
BARIATRIC SURGERY and NUTRITION553345455423
BASIC PRINCIPLES in WOMEN'S HEALTH222012201032
BEHAVIORAL SCIENCES002030303405
BIOISTATISTICS111154101022
BUSINESS ACCOUNTING110131403122
CHILD DEVELOPMENT333022222232
CHRONIC DISEASES PATHOPHYSIOLOGY443023133222
CLINICAL ADULT NUTRITION TRAINING554145425435
CLINICAL CHILD NUTRITION TRAINING553145445455
COMMUNICATION in HEALTH SERVICES123032303432
COMMUNITY NUTRITION554044334344
COMMUNITY-BASED FOOD SYSTEM TRAINING553543425435
DEMOGRAPHIC STRUCTURE & HEALTH332023103232
DIETETICS443134334312
DIGITALIZATION and AI in NUTRITION and DIETETICS343145324313
ELECTIVE TRAINING554343344434
ENGLISH I000011051313
ENGLISH II000012051212
ENGLISH III000012051212
ENGLISH IV000012051212
ENTERAL and PARENTERAL NUTRITION553235335323
ETHICS in HEALTH SCIENCES433234534444
FOOD CHEMISTRY and ANALYSIS I434533004554
FOOD CHEMISTRY and ANALYSIS II434533004554
FOOD CONTROL and LEGISLATION322533112131
FOOD DRUG INTERACTION333023223223
FOOD MICROBIOLOGY and FOOD SAFETY132502303333
FOOD SERVICE SYSTEMS I531542215532
FOOD SERVICE SYSTEMS II531542215532
FOOD TECHNOLOGY133313202121
FUNCTIONAL FOODS and HEALTH542033133453
GENERAL CHEMISTRY510122004012
GENERAL ECONOMICS000200301031
GENERAL MICROBIOLOGY331213103122
GRADUATE THESIS453055555415
HEALTH and NUTRITION432213324154
HISTORY of the TURKISH REPUBLIC II000000000032
HISTORY of the TURKISH REPUBLIC I000000000032
HUMAN RESOURCES MANAGEMENT100010400320
INFORMATION TECHNOLOGIES and TOOLS I001112101131
INFORMATION TECHNOLOGIES and TOOLS II000012000010
INTRODUCTION to PSYCHOLOGY233022112133
INTRODUCTION to SOCIAL and CULTURAL ANTHROPOLOGY212012123152
MED. NUTRIT. THERAPY in ONCOLOGIC DISEASES and TRANS.554345424423
MEDICAL BIOLOGY & GENETICS421012121012
MEDICAL FIRST AID110210101233
MOTHER and CHILD NUTRITION554135445413
NUTRIGENETICS443045354345
NUTRITION & DIET THERAPY in DISEASE II551155454424
NUTRITION and DIET THERAPY in DISEASES I551155454424
NUTRITION COUNSELING and COMMUNICATION SKILLS455033414544
NUTRITION EDUCATION335032433324
NUTRITION in CHILDHOOD DISEASES554135355314
NUTRITION in ELDERLY554245455434
NUTRITION in SPECIAL SITUATIONS333143222335
NUTRITIONAL ANTHROPOLOGY554123213224
NUTRITIONAL BIOCHEMISTRY I542122132152
NUTRITIONAL BIOCHEMISTRY II542122132152
NUTRITIONAL SUPPLEMENTS542013213133
ORGANIC CHEMISTRY330011002032
PHYSICAL ACTIVITY and HEALTH444023113213
PHYSIOLOGY241110031012
PRACTICE in COMMUNITY HEALTH NUTRITION555145324452
PRINCIPLES of NUTRITION I545112123153
PRINCIPLES of NUTRITION II544112123153
RESEARCH METHODS121045114414
SEMINAR433153155455
SPORT NUTRITION554245335424
SUSTAINABLE NUTRITION442214233254
TURKISH CUISINE323331111352
TURKISH LANGUAGE I000000000230
TURKISH LANGUAGE II000000000045
WORLD CUISINE412300020042
İlişkili Ders Sayısı / 78/8224222517395189214152158224186219221

Surveys for Students

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The lecturer explains the course's aim and extent and what is expected of the student clearly.
Chooses the course sources in accordance with the courses and announces them.
Guides/helps the students in accessing the resources they recommended for the course.
The lecturer's instruction method (course presentation) is clear, fluent and understandable.
Uses the instructional technologies (effectively.)
Offers multidirectional communication and interactional implementations in the classroom.
Has knowledge in the matter of traditional teaching strategic management and techniques.
Uses the teaching methods s/he covers in the course within their implementations.
Makes time for the student outside of course hours regarding the course
Comes to the class regularly and uses time effectively.
The lecturer is successful in establishing classroom dominance during the course.
Informs the students on current issues.
Sets an example with their open attitude and behaviour to students' opinions.
Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent.
Helps me when I want to ask questions about my exam paper.
Lab/field/application studies are compatible with the aim and the extent of the course.
Develops the creative thinking process and skills of the learning and teaching process of the course.
The course is supported by the current issues and guests.
Things you would like to convey apart from the questions above;

Numerical Data

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Publication Date: 03/01/2023 - 16:10Last Update : 25/03/2026 - 09:18
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