Aim
Aim of the social services and welfare is to train social workers who cares for; finding solutions, integrating functionality and improving the welfare of the individuals and groups of society for their problems arising from social environment in accordance with universal and local values and providing social organization to strength social policies and institutions.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
In order to be accepted to this program, it is necessary to complete a high school or equivalent education, get a diploma and get a sufficient score in the Higher Education Institutions Examination (YKS). Students are accepted to the program according to the Equal Weight (EA) score type and the principles determined by the Council of Higher Education. Foreign Students are accepted within the framework of 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 |
| SHZ1111800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
| SHZ1139420 | INTRODUCTION to SOCIAL SERVICE | Turkish | 3 | 3 | 5 | |
| SHZ1112293 | SOCIOLOGY | Turkish | 3 | 3 | 4 | |
| SHZ1112303 | PSYCHOLOGY | Turkish | 3 | 3 | 4 | |
| SHZ1162000 | BASIC LAW | Turkish | 2 | 2 | 3 | |
| SHZ1112418 | BASIC HEALTH INFORMATION | Turkish | 2 | 2 | 3 | |
| SHZ1112419 | SOCIAL RESPONSIBILITY and VOLUNTEER MANA. | Turkish | 2 | 2 | 3 | |
| SHZ1182120 | FAMILY and LIFE DYNAMICS | Turkish | 2 | 2 | 4 | |
| SHZ1139460 | SOCIAL ANTHROPOLOGY | Turkish | 3 | 3 | 4 | |
| SHZ1112308 | INTRODUCTION to PHILOSOPHY | Turkish | 2 | 2 | 3 | |
| 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 |
| SHZ1211900 | INFORMATION TECHNOLOGIES and TOOLS II | Turkish | 2 | 2 | 2 | |
| SHZ1212312 | HISTORY of SOCIAL WORK and ETHICS | Turkish | 3 | 3 | 4 | |
| SHZ1212313 | POLITICAL and ADMINISTRATIVE STRUCTURE of TURKEY | Turkish | 3 | 3 | 4 | |
| SHZ1212314 | GENERAL ECONOMY | Turkish | 3 | 3 | 4 | |
| SHZ1265000 | SOCIAL SCIENCES for HEALTH | Turkish | 2 | 2 | 3 | |
| SHZ1212315 | CONCEPT of SOCIAL JUSTICE | Turkish | 2 | 2 | 3 | |
| SHZ1212316 | SOCIAL GROUP and WORKING WITH the GROUP | Turkish | 2 | 2 | 3 | |
| SHZ1212317 | URBANIZATION, CIVILIZATION and URBAN IDENTITY | Turkish | 2 | 2 | 3 | |
| SHZ1212318 | SCIENTIFIC RESEARCH METHODS and TECHNIQUES | Turkish | 2 | 2 | 3 | |
| 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. Acquires knowledge of social work theory and practice fields.
PQ-2. Gains communication skills and knowledge.
PQ-3. Obtains information about management and processes.
PQ-4. Understands professional ethics, principles and values.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1-Having a basic level of knowledge in its field based on the competencies gained at the secondary education level.
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10 - PQ-10. Able to evaluate, criticize, analyze and synthesize the knowledge and skills acquired in the field. 11 - PQ-11. Gains ability and competence to set goals for self-development of his area, to apply appropriate strategies for selected targets, to follow actual info and developments, to trace and evaluate the state of the projects for his goals. 1 - PQ-1. Acquires knowledge of social work theory and practice fields. 2 - PQ-2. Gains communication skills and knowledge. |
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9 - PQ- 9. Able to use methods and techniques to reach results of research and professional literature to follow and interpret in social work. 10 - PQ-10. Able to evaluate, criticize, analyze and synthesize the knowledge and skills acquired in the field. | |
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10 - PQ-10. Able to evaluate, criticize, analyze and synthesize the knowledge and skills acquired in the field. 9 - PQ- 9. Able to use methods and techniques to reach results of research and professional literature to follow and interpret in social work. 2 - PQ-2. Gains communication skills and knowledge. 1 - PQ-1. Acquires knowledge of social work theory and practice fields. | |
| SKILLS | |
| Cognitive, Practical | |
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1- Using the basic level of knowledge acquired in the field of social services.
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7 - PQ-7. Improves skills for interpreting, synthesizing and using the knowledge gained from different disciplines to solve complex social problems. 10 - PQ-10. Able to evaluate, criticize, analyze and synthesize the knowledge and skills acquired in the field. 13 - PQ-13. Learns the effects of the social and cultural environment on human behavior and considers this effect in social work practice. 14 - PQ-14. Able to perform Planned Changing Process (contact, diagnosis and assessment, planning, implementation, application, evaluation, termination, feedback and monitoring). 12 - PQ-12. Capable to practice social work and train client groups on the basis of similarities and differences by recognizing the positive value of the differences. |
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2- Using basic computer programs and related technologies related to the field of health.
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5 - PQ-5. Uses required computer software, communication technologies and a foreign language.
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3- Functioning as a care for special needs groups such as children, disabled and elderly.
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12 - PQ-12. Capable to practice social work and train client groups on the basis of similarities and differences by recognizing the positive value of the differences. 14 - PQ-14. Able to perform Planned Changing Process (contact, diagnosis and assessment, planning, implementation, application, evaluation, termination, feedback and monitoring). 1 - PQ-1. Acquires knowledge of social work theory and practice fields. 2 - PQ-2. Gains communication skills and knowledge. 4 - PQ-4. Understands professional ethics, principles and values. |
|
6 - PQ-6. Acquires the skills of planning and developing for social policy and solving social problems with scientific data and evidence. 7 - PQ-7. Improves skills for interpreting, synthesizing and using the knowledge gained from different disciplines to solve complex social problems. 9 - PQ- 9. Able to use methods and techniques to reach results of research and professional literature to follow and interpret in social work. 8 - PQ-8. Develops competency to cooperate with other occupations and disciplines for developing services in teamwork and individual responsibility. 10 - PQ-10. Able to evaluate, criticize, analyze and synthesize the knowledge and skills acquired in the field. | |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Fulfilling the duties and responsibilities assigned to it.
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8 - PQ-8. Develops competency to cooperate with other occupations and disciplines for developing services in teamwork and individual responsibility. 7 - PQ-7. Improves skills for interpreting, synthesizing and using the knowledge gained from different disciplines to solve complex social problems. 6 - PQ-6. Acquires the skills of planning and developing for social policy and solving social problems with scientific data and evidence. |
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2- Working as a team member and takes responsibility.
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3 - PQ-3. Obtains information about management and processes. 7 - PQ-7. Improves skills for interpreting, synthesizing and using the knowledge gained from different disciplines to solve complex social problems. 14 - PQ-14. Able to perform Planned Changing Process (contact, diagnosis and assessment, planning, implementation, application, evaluation, termination, feedback and monitoring). |
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3 - PQ-3. Obtains information about management and processes. 2 - PQ-2. Gains communication skills and knowledge. | |
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9 - PQ- 9. Able to use methods and techniques to reach results of research and professional literature to follow and interpret in social work. 10 - PQ-10. Able to evaluate, criticize, analyze and synthesize the knowledge and skills acquired in the field. 11 - PQ-11. Gains ability and competence to set goals for self-development of his area, to apply appropriate strategies for selected targets, to follow actual info and developments, to trace and evaluate the state of the projects for his goals. | |
| Learning Competence | |
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1- Critically evaluating the knowledge and skills acquired.
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10 - PQ-10. Able to evaluate, criticize, analyze and synthesize the knowledge and skills acquired in the field.
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2- Determining learning requirements.
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11 - PQ-11. Gains ability and competence to set goals for self-development of his area, to apply appropriate strategies for selected targets, to follow actual info and developments, to trace and evaluate the state of the projects for his goals.
|
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3- Consciousness of lifelong learning.
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11 - PQ-11. Gains ability and competence to set goals for self-development of his area, to apply appropriate strategies for selected targets, to follow actual info and developments, to trace and evaluate the state of the projects for his goals. 5 - PQ-5. Uses required computer software, communication technologies and a foreign language. 9 - PQ- 9. Able to use methods and techniques to reach results of research and professional literature to follow and interpret in social work. |
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11 - PQ-11. Gains ability and competence to set goals for self-development of his area, to apply appropriate strategies for selected targets, to follow actual info and developments, to trace and evaluate the state of the projects for his goals.
| |
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9 - PQ- 9. Able to use methods and techniques to reach results of research and professional literature to follow and interpret in social work.
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| 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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8 - PQ-8. Develops competency to cooperate with other occupations and disciplines for developing services in teamwork and individual responsibility. 2 - PQ-2. Gains communication skills and knowledge. |
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2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with the relevant persons and institutions.
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6 - PQ-6. Acquires the skills of planning and developing for social policy and solving social problems with scientific data and evidence. 8 - PQ-8. Develops competency to cooperate with other occupations and disciplines for developing services in teamwork and individual responsibility. 9 - PQ- 9. Able to use methods and techniques to reach results of research and professional literature to follow and interpret in social work. |
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3-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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8 - PQ-8. Develops competency to cooperate with other occupations and disciplines for developing services in teamwork and individual responsibility.
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4- 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. Uses required computer software, communication technologies and a foreign language.
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5 - PQ-5. Uses required computer software, communication technologies and a foreign language.
| |
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7 - PQ-7. Improves skills for interpreting, synthesizing and using the knowledge gained from different disciplines to solve complex social problems. 6 - PQ-6. Acquires the skills of planning and developing for social policy and solving social problems with scientific data and evidence. | |
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2 - PQ-2. Gains communication skills and knowledge.
| |
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2 - PQ-2. Gains communication skills and knowledge. 12 - PQ-12. Capable to practice social work and train client groups on the basis of similarities and differences by recognizing the positive value of the differences. | |
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4 - PQ-4. Understands professional ethics, principles and values.
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| Field-based Competence | |
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1- Acting in accordance with social, scientific, cultural, legal and ethical values in relation to its field.
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7 - PQ-7. Improves skills for interpreting, synthesizing and using the knowledge gained from different disciplines to solve complex social problems. 4 - PQ-4. Understands professional ethics, principles and values. 9 - PQ- 9. Able to use methods and techniques to reach results of research and professional literature to follow and interpret in social work. |
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2- Acting and participating in quality management and processes.
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3 - PQ-3. Obtains information about management and processes.
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3- Setting an example to the society with his/her appearance, attitude, attitudes and behaviors.
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4 - PQ-4. Understands professional ethics, principles and values.
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4 - PQ-4. Understands professional ethics, principles and values.
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13 - PQ-13. Learns the effects of the social and cultural environment on human behavior and considers this effect in social work practice.
| |
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11 - PQ-11. Gains ability and competence to set goals for self-development of his area, to apply appropriate strategies for selected targets, to follow actual info and developments, to trace and evaluate the state of the projects for his goals.
| |
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4 - PQ-4. Understands professional ethics, principles and values.
| |
Employment Opportunities
Graduates can work in public or private education and health institutions, public social service institutions, municipalities, non-governmental organizations, international organizations, 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
Success in a course is determined by the course grade. The course success grade is obtained by evaluating the student's success in midterms and homework that replaces the midterm exam, applied studies, group work and similar studies, and the general exam together. A student who does not get at least 50 points in the general exam, valid for all courses, is considered unsuccessful in that course. In order to be successful in the course, it is necessary to have at least 60 points or a success coefficient of 2.27 at the end of the semester.Head of Department/Program
Head Of Department
Dr.Öğr.Üye. Sayra LOTFİLearning 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 |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| BASIC HEALTH INFORMATION | 1 | 1 | 0 | 1 | 0 | 1 | 2 | 2 | 0 | 2 | 1 | 1 | 0 | 0 |
| BASIC LAW | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 4 | 1 |
| BLOCK APPLICATION in SOCIAL WORK I | 4 | 4 | 3 | 4 | 1 | 2 | 3 | 4 | 1 | 4 | 3 | 4 | 3 | 4 |
| BLOCK APPLICATION in SOCIAL WORK II | 4 | 4 | 3 | 4 | 1 | 2 | 3 | 4 | 1 | 4 | 3 | 4 | 3 | 4 |
| CHILD PSYCHOLOGY and MENTAL HEALTH | 0 | 3 | 0 | 3 | 0 | 2 | 2 | 3 | 0 | 0 | 1 | 2 | 2 | 3 |
| CHILD WELFARE and SOCIAL WORK | 4 | 4 | 4 | 5 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| CIVIL SOCIETY and SOCIAL WORK | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| COMPARATİVE SOCİAL WELFARE MODELS | 0 | 0 | 2 | 0 | 0 | 4 | 2 | 0 | 2 | 4 | 1 | 0 | 0 | 0 |
| CONCEPT of SOCIAL JUSTICE | 2 | 0 | 0 | 3 | 0 | 4 | 3 | 2 | 1 | 3 | 2 | 3 | 3 | 1 |
| CRIME, CRIMINITY, JUDICIAL SYSTEMS and SOCIAL WORK | 0 | 0 | 0 | 1 | 0 | 3 | 4 | 4 | 0 | 2 | 0 | 3 | 4 | 4 |
| CRISIS and INTERVENTION to CRISIS | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| DESIGN and MANAGEMENT of PROJECT | 4 | 4 | 4 | 5 | 3 | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 4 | 3 |
| DISABLED WELFARE and SOCIAL WORK | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| DISADVANTAGED GROUPS and CLIENTS | 3 | 1 | 1 | 3 | 0 | 3 | 5 | 4 | 2 | 1 | 0 | 3 | 4 | 5 |
| DRUG ADDICTIONAL and SOCIAL WORK | 2 | 0 | 0 | 1 | 0 | 3 | 4 | 3 | 0 | 0 | 0 | 2 | 3 | 5 |
| ELDERLY WELFARE and SOCIAL WORK | 1 | 0 | 0 | 0 | 0 | 3 | 4 | 4 | 1 | 2 | 2 | 3 | 4 | 4 |
| ENGLISH I | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ENGLISH II | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ENGLISH III | 0 | 1 | 0 | 0 | 5 | 3 | 3 | 3 | 0 | 1 | 2 | 1 | 1 | 3 |
| ENGLISH IV | 0 | 1 | 1 | 1 | 5 | 0 | 0 | 3 | 0 | 0 | 0 | 2 | 1 | 0 |
| FAMILY and LIFE DYNAMICS | 1 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 2 | 2 | 1 |
| FAMILY WELFARE and SOCIAL WORK | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| GENDER and SOCIAL WORK | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| GENERAL ECONOMY | 0 | 0 | 2 | 0 | 0 | 2 | 2 | 2 | 0 | 2 | 1 | 0 | 0 | 0 |
| HISTORY of SOCIAL WORK and ETHICS | 2 | 1 | 0 | 5 | 0 | 3 | 3 | 3 | 1 | 2 | 2 | 4 | 3 | 2 |
| HISTORY of the TURKISH REPUBLIC II | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| HOME CARE and SOCIAL WORK | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 3 |
| HUMAN BEHAVIOR and the SOCIAL ENVIRONMENT I | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| HUMAN BEHAVIOR and the SOCIAL ENVIRONMENT II | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| HUMAN RIGHTS and SOCIAL WORK | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| INDUSTRIAL SOCIAL WORK | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| INFORMATION TECHNOLOGIES and TOOLS I | 0 | 0 | 0 | 0 | 4 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 |
| INFORMATION TECHNOLOGIES and TOOLS II | 0 | 0 | 0 | 0 | 4 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 |
| INTERNATIONAL SOCIAL WORK | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| INTERVIEW and COMMUNICATION SKILLS in SOCIAL WORK | 0 | 5 | 0 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 3 | 4 | 4 |
| INTRODUCTION to PHILOSOPHY | 2 | 1 | 0 | 4 | 0 | 2 | 2 | 1 | 2 | 3 | 1 | 3 | 2 | 1 |
| INTRODUCTION to SOCIAL SERVICE | 5 | 3 | 2 | 4 | 1 | 3 | 2 | 2 | 3 | 3 | 3 | 4 | 2 | 3 |
| MEDICAL SOCIAL WORK | 0 | 0 | 0 | 1 | 0 | 2 | 3 | 4 | 0 | 2 | 0 | 3 | 4 | 5 |
| MENTAL HEALTH, MENTAL HEALTH DISORDERS and SOCIAL WORK | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| MIGRATION, ASYLUM, REFUGEE and SOCIAL WORK | 1 | 0 | 0 | 0 | 0 | 3 | 4 | 3 | 0 | 0 | 0 | 5 | 4 | 4 |
| POLITICAL and ADMINISTRATIVE STRUCTURE of TURKEY | 1 | 1 | 2 | 1 | 0 | 2 | 2 | 2 | 2 | 1 | 2 | 1 | 1 | 0 |
| POVERTY and SOCIAL WORK | 3 | 3 | 4 | 1 | 0 | 3 | 3 | 4 | 2 | 4 | 2 | 2 | 2 | 3 |
| PRACTICE of SOCIAL WORK | 3 | 3 | 0 | 0 | 0 | 0 | 3 | 3 | 0 | 0 | 3 | 3 | 3 | 5 |
| PROFESSİONAL ENGLISH | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| PSYCHOLOGY | 4 | 4 | 2 | 3 | 1 | 2 | 3 | 2 | 2 | 3 | 3 | 4 | 3 | 1 |
| SCHOOL SOCIAL WORK | 1 | 1 | 0 | 0 | 0 | 2 | 4 | 4 | 0 | 0 | 0 | 3 | 4 | 5 |
| SCIENTIFIC RESEARCH METHODS and TECHNIQUES | 0 | 2 | 1 | 2 | 0 | 0 | 3 | 0 | 5 | 3 | 0 | 0 | 0 | 0 |
| SOCIAL ANTHROPOLOGY | 2 | 0 | 0 | 1 | 0 | 1 | 2 | 1 | 1 | 2 | 1 | 2 | 3 | 1 |
| SOCIAL EXCLUSION, DISCRIMINATION and CONFLICT | 4 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| SOCIAL GROUP and WORKING WITH the GROUP | 2 | 3 | 3 | 1 | 0 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 4 |
| SOCIAL INVESTIGATION, REGISTRATION and REPORTING | 1 | 0 | 1 | 2 | 0 | 0 | 4 | 3 | 0 | 2 | 0 | 0 | 0 | 4 |
| SOCIAL POLICY and PLANNING | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| SOCIAL PROBLEMS and SOLUTIONS | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| SOCIAL RESPONSIBILITY and VOLUNTEER MANA. | 0 | 2 | 3 | 2 | 0 | 3 | 3 | 2 | 1 | 2 | 2 | 2 | 2 | 1 |
| SOCIAL SCIENCES for HEALTH | 1 | 1 | 1 | 2 | 0 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 1 |
| SOCIAL SECURITY and SOCIAL WORK | 1 | 1 | 0 | 1 | 0 | 2 | 2 | 1 | 0 | 2 | 0 | 0 | 0 | 0 |
| SOCIAL STRUCTURE and CHANGE | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| SOCIAL WORK INTERVENTION I | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| SOCIAL WORK INTERVENTION II | 2 | 2 | 0 | 1 | 0 | 3 | 4 | 4 | 0 | 2 | 1 | 3 | 2 | 5 |
| SOCIAL WORK INTERVENTION III | 4 | 2 | 0 | 0 | 0 | 0 | 3 | 3 | 0 | 2 | 0 | 3 | 4 | 5 |
| SOCIAL WORK in EPIDEMICS and DISASTERS | 1 | 0 | 1 | 0 | 0 | 4 | 5 | 4 | 0 | 0 | 0 | 2 | 3 | 4 |
| SOCIAL WORK LEGISLATION | 0 | 0 | 3 | 0 | 0 | 4 | 3 | 3 | 0 | 2 | 0 | 0 | 0 | 2 |
| SOCIAL WORK MANAGEMENT | 0 | 0 | 5 | 0 | 0 | 2 | 1 | 4 | 0 | 0 | 1 | 0 | 0 | 4 |
| SOCIAL WORK THEORIES and APPROACHES | 5 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| SOCIOLOGY | 2 | 1 | 2 | 1 | 0 | 2 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 1 |
| SOCIOLOGY of VALUES and MORAL SUPPORT | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
| STATISTICS | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 |
| TURKISH LANGUAGE I | 0 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 2 | 0 | 0 | 0 | 0 | 0 |
| TURKISH LANGUAGE II | 0 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 2 | 0 | 0 | 0 | 0 | 0 |
| URBANIZATION, CIVILIZATION and URBAN IDENTITY | 2 | 2 | 4 | 1 | 0 | 2 | 2 | 2 | 0 | 2 | 3 | 4 | 2 | 2 |
| WOMAN WELFARE and SOCIAL WORK | 1 | 1 | 0 | 1 | 0 | 3 | 4 | 4 | 0 | 3 | 1 | 2 | 3 | 4 |
| YOUTH WELFARE and SOCIAL WORK | 1 | 1 | 0 | 1 | 0 | 3 | 4 | 3 | 1 | 2 | 1 | 4 | 4 | 4 |
| İlişkili Ders Sayısı / 73/73 | 159 | 157 | 141 | 177 | 101 | 186 | 215 | 203 | 117 | 169 | 144 | 187 | 187 | 179 |
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 |