Program Information
Aim
Our mission is to create a dynamic, interactive, and creative framework that builds on curiosity about human nature and willingness to turn this curiosity into research and practice. Within this framework, we aim to lead our students to gain an understanding regarding the basics of science and transfer this manner to other spheres of their lives, encourage them to conduct their own independent studies, help them to internalize ethical standards, and have them monitor their professional functioning to find ways of improving their competence.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
Students should have earned a high-school or an equivalent diploma and sufficient score on the nation-wide Higher Education Institutions Examination (YKS). Admission is based on the EA scores, according to the rules determined by Higher Education Council. International students can apply the program and conditions-procedures are announced on the University’s website.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| PSY1112100 | INFORMATION TECHNOLOGIES and TOOLS I | English | 2 | 2 | 2 | |
| PSY1113415 | INTRODUCTION to SCIENTIFIC THINKING | English | 3 | 3 | 3 | |
| PSY1116834 | INTRODUCTION to NEUROSCIENCE | English | 3 | 3 | 5 | |
| PSY1123370 | INTRODUCTION to PSYCHOLOGY I | English | 3 | 3 | 7 | |
| PSY1123580 | ACADEMIC READING and WRITING | English | 3 | 3 | 4 | |
| PSY1165160 | INTRODUCTION to PHILOSOPHY | English | 3 | 3 | 5 | |
| ATA1110300 | HISTORY of the TURKISH REPUBLIC I | English | 2 | 2 | 2 | |
| TDL1110400 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| PSY1213418 | INTRODUCTION to ANTHROPHOLOGY | English | 3 | 3 | 6 | |
| PSY1212715 | MATHEMATICS for SOCIAL SCIENCES | English | 3 | 3 | 4 | |
| PSY1223530 | ACADEMIC COMMUNICATION SKILLS | English | 3 | 3 | 4 | |
| PSY1223540 | INTRODUCTION to PSYCHOLOGY II | English | 3 | 3 | 7 | |
| PSY1223560 | INTRODUCTION to SOCIOLOGY | English | 3 | 3 | 5 | |
| ATA1210500 | HISTORY of the TURKISH REPUBLIC II | English | 2 | 2 | 2 | |
| TDL1210600 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields.
Can compare theories and schools in the history of psychology, and relate new developments with this knowledge.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
|
1- Has possesses an advanced foundational understanding of the field, with a comprehensive grasp of its practical implications.
|
2 - Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. 3 - Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. 1 - Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. |
|
2- Being able to grasp the basic concepts in Social and Behavioral Sciences and mastering therelationships between concepts.
|
1 - Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. 2 - Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. |
|
3- Has basic knowledge about the rules of operation of human and inter-societal relations. He has
the ability to use the knowledge he has about the field in decision-making, decision implementation
and behavior.
|
2 - Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. 1 - Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. |
|
4- They have basic knowledge about the causes and consequences of the transformations
experienced by their societies.
|
2 - Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. 14 - They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. |
|
5- Has knowledge of Social Research and Planning
|
3 - Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. 4 - Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. |
|
6- He has the necessary knowledge at theoretical and practical levels to obtain information by
processing advanced data.
|
4 - Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. 3 - Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. 11 - Has basic computer skills and can communicate with colleagues on up-to-date platforms. 12 - Knows the basic tools of psychology used in assessment and evaluation and can use these tools. |
| SKILLS | |
| Cognitive, Practical | |
|
1- Has the ability to analyze theoretical knowledge about the field and evaluate its reflections in
practice.
|
2 - Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. 6 - Can question and criticize new ideas from a scientific point of view without taking sides. |
|
2- Accesses original information sources in the field of social and behavioral sciences by using written
and visual records
|
7 - They adopt the principle of lifelong learning and can follow new developments in their field. 11 - Has basic computer skills and can communicate with colleagues on up-to-date platforms. |
|
Obtains information by processing field-related information with technical means and has the
ability to prepare and present this information in a report with the technical equipment required by
the field (computer environment, etc.).
|
11 - Has basic computer skills and can communicate with colleagues on up-to-date platforms. 12 - Knows the basic tools of psychology used in assessment and evaluation and can use these tools. 4 - Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. |
|
Has the ability to use the knowledge in the field in making decisions, implementing the decision
and turning it into behavior.
|
3 - Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge.
|
|
By establishing relationships with sub-branches related to the field and other fields of social
sciences, he/she produces interdisciplinary interpretations and has and develops analysis skills.
|
1 - Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. 7 - They adopt the principle of lifelong learning and can follow new developments in their field. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
|
He has the awareness to fulfill his duties and responsibilities.
|
5 - Can lead the project, plan and manage the activities in a team established to solve the problems related to their field.
|
|
Solves an issue related to the field independently, both as a team and on its own.
|
5 - Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. 3 - Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. |
|
Assumes responsibility at an individual level and as a team to solve any disruption or problem that
may occur in the field-related application, and takes initiative when necessary.
|
3 - Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. 5 - Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. 4 - Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. 9 - They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. |
|
Plans the processes and maintenance of multi-member group research to be carried out in the
field and related sub-branches, and carries out the planned operations to the desired extent and on
time.
|
5 - Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. 3 - Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. |
|
Behaves in accordance with the requirements of social life, sets an example to society with his
attitudes and attitudes.
|
14 - They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. 13 - Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. |
| Learning Competence | |
|
Passes and evaluates the information obtained about the field through the cause -effect and
criticism filter.
|
3 - Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. 6 - Can question and criticize new ideas from a scientific point of view without taking sides. |
|
2- Showing what to learn and how.
|
7 - They adopt the principle of lifelong learning and can follow new developments in their field. 4 - Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. |
|
Identifies deficiencies in knowledge and application in the field.
|
6 - Can question and criticize new ideas from a scientific point of view without taking sides.
|
|
It shows that it is at a level that can keep the interest and desire related to the field alive all the
time.
|
7 - They adopt the principle of lifelong learning and can follow new developments in their field.
|
|
Directs his/her education to a level of advanced education in the same field or to a profession at
the same level.
|
7 - They adopt the principle of lifelong learning and can follow new developments in their field. 3 - Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. |
|
Has the competence to share knowledge and learn together.
|
5 - Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. 9 - They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. 8 - Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. |
|
Gained the awareness of lifelong learning and questioning.
|
7 - They adopt the principle of lifelong learning and can follow new developments in their field. 6 - Can question and criticize new ideas from a scientific point of view without taking sides. |
| Communication and Social Competence | |
|
1- Transmitting the knowledge and skills he/she has acquired in his/her field in writing and verbally.
|
8 - Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language.
|
|
Evaluates the data obtained during the learning process in business life and has the competence to
apply it.
|
9 - They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings.
|
|
3- When involved in business life, it reflects the difference created by its theoretical infrastructure
and conceptual richness to its individual career.
|
7 - They adopt the principle of lifelong learning and can follow new developments in their field.
|
|
4- Uses his/her specialized knowledge with the awareness of social responsibility.
|
9 - They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings.
|
|
5- Converts information and applications related to the field into projects and activities within the
framework of the social responsibility approach.
|
9 - They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. 8 - Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. |
|
6- Monitors the information in the field and communicates with colleagues by using a foreign
language at least at the General Level of the European Language Portfolio B1.
|
10 - Speaks English at least at B1 level to follow international professional developments.
|
|
7- Uses information and communication technologies together with computer software at the Basic
Level of the European Computer License to the extent required by the field.
|
11 - Has basic computer skills and can communicate with colleagues on up-to-date platforms.
|
| Field-based Competence | |
|
1- Creation of knowledge and knowledge about the field. Acts in accordance with social, cultural, scientific and ethical values in the process (collection, interpretation and announcement of results).
|
13 - Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. 14 - They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. |
|
2- Has sufficient awareness about the universality of social rights, social justice, quality and cultural
values, as well as environmental protection, occupational health and safety.
|
14 - They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. 13 - Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. 9 - They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. |
|
3- Has an open attitude towards change and innovation.
|
6 - Can question and criticize new ideas from a scientific point of view without taking sides.
|
|
4- He is competent in developing his views on social and behavioral phenomena and interpreting
events using the methods and knowledge set provided by the field.
|
6 - Can question and criticize new ideas from a scientific point of view without taking sides. 3 - Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. |
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
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
Prof.Dr. Gökhan MALKOÇLearning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Mastery Learning | Prior knowledge/student readiness is determined. Appropriate teaching methods and techniques are selected. Learning deficiencies are identified. Supplementary or supplementary teaching plan is applied. | Cognitive strategies, models and techniques |
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
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 |
Mind Map Technique | Following flows, distinguishing processes, ordering processes, associating processes, expressing processes holistically, appropriating information/ cognitively designing information. Students prepare mind maps. | Sample mind 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 |
Storytelling Techniques | Imagining, predicting, identifying the problem, empathizing | Semi-structured problem situation texts |
Station Technique | Creative thinking, problem solving. | Workshops, laboratories, classrooms, special suitable areas |
Educational Game Techniques | Creative thinking, empathy, leadership, communication, problem solving. | Educational games tools and materials / computer software |
Peer Teaching Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale form) |
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 |
Self-regulated learning | Students organize their behavior according to their interests, curiosities, goals, objectives, in-depth research and investigation, extensive reading, listening and watching, repeating a performance | Cognitive strategies, models and techniques |
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 |
Peer Assessment Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale form) |
Self Assessment Technique | Self-evaluation of the student's own learning product or performance is applied in terms of developing the student's reflective thinking skills. The results of self- evaluation are examined by the instructor. | Self-assessment form (can be used in the form of checklist rubric, grading scale) |
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
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ACCEPTANCE and COMMITMENT THERAPY | 5 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 0 | 5 | 5 |
| ADOLESCENT PYSCHOLOGY | 3 | 0 | 2 | 2 | 0 | 1 | 4 | 1 | 0 | 0 | 0 | 1 | 2 | 3 |
| ADVANCED STATISTICS | 5 | 1 | 5 | 5 | 3 | 2 | 3 | 2 | 1 | 0 | 5 | 0 | 0 | 0 |
| ART THERAPY | 4 | 3 | 2 | 2 | 3 | 3 | 3 | 1 | 2 | 3 | 3 | 3 | 2 | 3 |
| BASIC INTERVIEW SKILLS | 4 | 3 | 3 | 0 | 0 | 0 | 3 | 3 | 2 | 0 | 0 | 0 | 4 | 1 |
| CHILD PSYCHOPATHOLOGY | 2 | 3 | 5 | 5 | 3 | 5 | 5 | 5 | 5 | 1 | 1 | 3 | 5 | 5 |
| CLINICAL PSYCHOLOGY | 2 | 4 | 3 | 1 | 0 | 2 | 0 | 1 | 2 | 0 | 0 | 0 | 3 | 1 |
| COGNITIVE PSYCHOLOGY | 5 | 0 | 3 | 0 | 0 | 3 | 3 | 2 | 1 | 3 | 3 | 2 | 0 | 2 |
| CONSUMER BEHAVIOR | 3 | 0 | 3 | 3 | 0 | 0 | 3 | 3 | 2 | 3 | 0 | 0 | 3 | 3 |
| DEVELOPMENTAL PSYCHOLOGY I | 4 | 5 | 0 | 3 | 1 | 5 | 4 | 4 | 5 | 5 | 0 | 3 | 0 | 5 |
| DEVELOPMENTAL PSYCHOLOGY II | 3 | 2 | 2 | 0 | 0 | 0 | 3 | 1 | 2 | 3 | 0 | 0 | 0 | 0 |
| EMOTIONS | 3 | 2 | 2 | 2 | 1 | 3 | 4 | 1 | 2 | 5 | 0 | 0 | 3 | 3 |
| ETHICS in PSYCHOLOGY | 4 | 1 | 4 | 1 | 3 | 4 | 2 | 3 | 5 | 3 | 1 | 1 | 5 | 5 |
| EVOLUTIONARY PSYCHOLOGY | 2 | 2 | 2 | 4 | 3 | 4 | 4 | 3 | 3 | 3 | 1 | 2 | 3 | 4 |
| EXISTENTIAL THERAPY | 4 | 4 | 3 | 1 | 1 | 4 | 3 | 1 | 4 | 1 | 1 | 1 | 4 | 3 |
| FORENSIC PSYCHOLOGY | 4 | 2 | 3 | 3 | 2 | 2 | 2 | 3 | 1 | 0 | 0 | 3 | 3 | 2 |
| HEALTH PSYCHOLOGY | 3 | 3 | 4 | 4 | 3 | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 4 | 4 |
| HISTORY of PSYCHOLOGY | 2 | 5 | 0 | 0 | 2 | 0 | 2 | 0 | 2 | 0 | 0 | 1 | 3 | 4 |
| HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| HUMAN SEXIULITY | 3 | 0 | 2 | 0 | 0 | 2 | 2 | 1 | 2 | 3 | 0 | 0 | 0 | 0 |
| INDUSTRIAL and ORGANIZATIONAL PSYCHOLOGY | 3 | 3 | 3 | 2 | 3 | 4 | 1 | 2 | 3 | 4 | 1 | 2 | 4 | 3 |
| INFORMATION TECHNOLOGIES and TOOLS I | 0 | 0 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 0 |
| INTERNSHIP: FIELD EXPERIENCE | 5 | 1 | 5 | 1 | 4 | 4 | 4 | 4 | 5 | 1 | 4 | 1 | 4 | 5 |
| INTERPERSONAL RELATIONSHIPS | 3 | 3 | 0 | 4 | 3 | 4 | 1 | 3 | 3 | 4 | 2 | 3 | 4 | 3 |
| INTRODUCTION to ANTHROPHOLOGY | 0 | 0 | 4 | 3 | 3 | 5 | 5 | 3 | 5 | 5 | 3 | 0 | 4 | 5 |
| INTRODUCTION to NEUROPSYCHOLOGY | 5 | 5 | 3 | 0 | 0 | 0 | 3 | 3 | 3 | 0 | 0 | 5 | 5 | 5 |
| INTRODUCTION to PHILOSOPHY | 2 | 0 | 4 | 4 | 2 | 5 | 2 | 4 | 4 | 3 | 0 | 0 | 0 | 0 |
| INTRODUCTION to PSYCHOANALYTIC THEORIES | 3 | 3 | 2 | 1 | 1 | 3 | 3 | 2 | 2 | 3 | 1 | 1 | 4 | 2 |
| INTRODUCTION to PSYCHOLOGY I | 5 | 5 | 1 | 1 | 0 | 0 | 3 | 4 | 0 | 0 | 0 | 1 | 1 | 1 |
| INTRODUCTION to PSYCHOLOGY II | 5 | 5 | 1 | 1 | 0 | 0 | 3 | 4 | 0 | 0 | 0 | 1 | 1 | 1 |
| INTRODUCTION to PSYCHOTHERAPY | 1 | 4 | 4 | 0 | 0 | 0 | 3 | 0 | 3 | 4 | 0 | 0 | 4 | 4 |
| INTRODUCTION to SCIENTIFIC THINKING | 1 | 1 | 3 | 2 | 1 | 5 | 2 | 2 | 1 | 3 | 1 | 0 | 2 | 3 |
| INTRODUCTION to SOCIOLOGY | 0 | 0 | 4 | 3 | 3 | 5 | 5 | 3 | 5 | 5 | 3 | 0 | 4 | 5 |
| MATHEMATICS for SOCIAL SCIENCES | 1 | 0 | 1 | 2 | 1 | 2 | 1 | 1 | 1 | 0 | 2 | 2 | 1 | 1 |
| MEMORY | 4 | 2 | 0 | 1 | 0 | 0 | 0 | 3 | 0 | 3 | 0 | 0 | 0 | 0 |
| MENTAL HEALTH with FUNCTIONAL ANALYTIC PSYCHOTHERAPY | 5 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 0 | 5 | 5 |
| PSYCHOLINGUISTICS | 4 | 1 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 1 | 0 | 0 |
| PSYCHOLOGY of GENDER | 5 | 5 | 3 | 3 | 5 | 5 | 5 | 4 | 5 | 4 | 3 | 5 | 5 | 5 |
| RESEARCH METHODS in PSYCHOLOGY | 5 | 2 | 4 | 5 | 3 | 4 | 1 | 0 | 0 | 0 | 0 | 3 | 4 | 3 |
| SELECTED TOPICS in DEVELOPMENTAL PSY | 3 | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | 5 | 4 | 5 |
| SELECTED TOPICS in SOCIAL PSYCHOLOGY | 3 | 0 | 2 | 0 | 0 | 0 | 2 | 1 | 2 | 3 | 0 | 0 | 0 | 0 |
| SENSATION and PERCEPTION | 5 | 2 | 3 | 3 | 4 | 2 | 1 | 2 | 1 | 0 | 0 | 3 | 1 | 3 |
| SICIAL PSYCHOLOGY II | 3 | 3 | 4 | 3 | 3 | 4 | 1 | 3 | 3 | 4 | 2 | 3 | 4 | 3 |
| SPORT PSYCHOLOGY | 3 | 0 | 3 | 3 | 0 | 0 | 3 | 3 | 2 | 3 | 0 | 0 | 3 | 3 |
| STATISTICS for BEHAVIORAL SCIENCES I | 3 | 0 | 4 | 4 | 1 | 3 | 3 | 5 | 0 | 0 | 3 | 2 | 5 | 5 |
| STATISTICS for BEHAVIORAL SCIENCES II | 3 | 0 | 4 | 4 | 1 | 3 | 3 | 5 | 0 | 0 | 4 | 3 | 5 | 5 |
| STRESS and TRAUMA | 3 | 4 | 4 | 2 | 3 | 3 | 2 | 3 | 5 | 5 | 1 | 3 | 4 | 4 |
| İlişkili Ders Sayısı / 47/65 | 150 | 92 | 134 | 92 | 69 | 110 | 118 | 108 | 103 | 106 | 56 | 68 | 127 | 132 |
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 |