Program Information
Aim
Istanbul Medipol University Department of Political Science and Public Administration undergraduate program aims to provide basic concepts, theories, principles, and methods in various fields such as political science, management, public policy, and public law that enable the students to understand and analyze social and political problems.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide University Exam (TYT and AYT)). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide University Exam (TYT and AYT). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SKY1122290 | INTRODUCTION to POLITICAL SCIENCE I | Turkish | 3 | 3 | 6 | |
| SKY1123050 | FUNDAMENTALS of LAW | Turkish | 3 | 3 | 5 | |
| SKY1142240 | INTRODUCTION to SOCIOLOGY | Turkish | 3 | 3 | 6 | |
| SKY1142250 | MANAGEMENT and ORGANIZATION | Turkish | 3 | 3 | 5 | |
| ATA1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | 2 | 2 | |
| İNG1111600 | ENGLISH I | English | 3 | 3 | 4 | |
| TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SKY1222510 | INTRODUCTION to POLITICAL SCIENCE II | Turkish | 3 | 3 | 6 | |
| SKY1223060 | CONSTITUTIONAL LAW | Turkish | 3 | 3 | 5 | |
| SKY1242260 | INTRODUCTION to PUBLIC ADMINISTRATION | Turkish | 3 | 3 | 6 | |
| SKY1242270 | SOCIAL STRUCTURE of TURKEY | Turkish | 3 | 3 | 5 | |
| ATA1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | 2 | 2 | |
| İNG1211700 | ENGLISH II | English | 3 | 3 | 4 | |
| TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
1. Students will know basic concepts and theories of both research and application in political science and public administration.
2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them.
| 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. | 9 - 9. Being always open to learning, students will be able to evaluate the facts with a critical approach. 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. 1 - 1. Students will know basic concepts and theories of both research and application in political science and public administration. 5 - 5. Students will be able to take active roles in teams formed for producing solutions to the problems related to their own majors, manage activities through planning, and do academic research. |
| 2- Being able to grasp the basic concepts in Social and Behavioral Sciences and mastering therelationships between concepts. | 1 - 1. Students will know basic concepts and theories of both research and application in political science and public administration. |
| 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 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. 4 - 4. Students will be able to deal with complexities stemming from natural or social systems and uncertainties about the facts and values. |
| 4- They have basic knowledge about the causes and consequences of the transformations
experienced by their societies. | 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. |
| 5- Has knowledge of Social Research and Planning | 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. |
| 6- He has the necessary knowledge at theoretical and practical levels to obtain information by
processing advanced data. | 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. 1 - 1. Students will know basic concepts and theories of both research and application in political science and public administration. |
| SKILLS | |
| Cognitive, Practical | |
| 1- Has the ability to analyze theoretical knowledge about the field and evaluate its reflections in
practice. | 1 - 1. Students will know basic concepts and theories of both research and application in political science and public administration. 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. |
| 2- Accesses original information sources in the field of social and behavioral sciences by using written
and visual records | 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. |
| 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.). | 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. 1 - 1. Students will know basic concepts and theories of both research and application in political science and public administration. 3 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. |
| Has the ability to use the knowledge in the field in making decisions, implementing the decision
and turning it into behavior. | 3 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. 12 - 12. Students will be able to constitute high performance structures in public and private institutions by using modern management methods and instruments. |
| 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. | 12 - 12. Students will be able to constitute high performance structures in public and private institutions by using modern management methods and instruments. 7 - 7. Students will be able to use basic concepts and methods that the administrators would need in various fields such as economics, management, international relations, and communication. 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. 3 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| He has the awareness to fulfill his duties and responsibilities. | 3 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. 10 - 10. Students will be able to take responsibility in developing projects on voluntary basis and actively participate in them. |
| Solves an issue related to the field independently, both as a team and on its own. | 11 - 11. Students will act with an ethical consciousness and have a respect for to human rights. They will be open to communication with people and able to work in cooperation. 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. 3 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. 5 - 5. Students will be able to take active roles in teams formed for producing solutions to the problems related to their own majors, manage activities through planning, and do academic research. |
| 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 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. 11 - 11. Students will act with an ethical consciousness and have a respect for to human rights. They will be open to communication with people and able to work in cooperation. 10 - 10. Students will be able to take responsibility in developing projects on voluntary basis and actively participate in them. 4 - 4. Students will be able to deal with complexities stemming from natural or social systems and uncertainties about the facts and values. |
| 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. | 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. 5 - 5. Students will be able to take active roles in teams formed for producing solutions to the problems related to their own majors, manage activities through planning, and do academic research. |
| Behaves in accordance with the requirements of social life, sets an example to society with his
attitudes and attitudes. | 10 - 10. Students will be able to take responsibility in developing projects on voluntary basis and actively participate in them. |
| Learning Competence | |
| Passes and evaluates the information obtained about the field through the cause -effect and
criticism filter. | 9 - 9. Being always open to learning, students will be able to evaluate the facts with a critical approach. 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. 3 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. |
| 2- Showing what to learn and how. | 5 - 5. Students will be able to take active roles in teams formed for producing solutions to the problems related to their own majors, manage activities through planning, and do academic research. |
| Identifies deficiencies in knowledge and application in the field. | 5 - 5. Students will be able to take active roles in teams formed for producing solutions to the problems related to their own majors, manage activities through planning, and do academic research. 3 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. 1 - 1. Students will know basic concepts and theories of both research and application in political science and public administration. 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. |
| It shows that it is at a level that can keep the interest and desire related to the field alive all the
time. | 2 - 2. Students will be able to analyze facts about politics, political and constitutional systems, and public administration by taking different dimensions into account. They will also be able to understand the causes of new developments and problems in these fields, find solutions for these problems, and think systematically about them. |
| Directs his/her education to a level of advanced education in the same field or to a profession at
the same level. | 5 - 5. Students will be able to take active roles in teams formed for producing solutions to the problems related to their own majors, manage activities through planning, and do academic research. |
| Has the competence to share knowledge and learn together. | 5 - 5. Students will be able to take active roles in teams formed for producing solutions to the problems related to their own majors, manage activities through planning, and do academic research. 13 - 13. Students will be able to enable other groups and institutions to participate in policy-making processes, make decisions open to collaboration, and manage negotiation processes. |
| Gained the awareness of lifelong learning and questioning. | 9 - 9. Being always open to learning, students will be able to evaluate the facts with a critical approach. 5 - 5. Students will be able to take active roles in teams formed for producing solutions to the problems related to their own majors, manage activities through planning, and do academic research. |
| Communication and Social Competence | |
| 1- Transmitting the knowledge and skills he/she has acquired in his/her field in writing and verbally. | 1 - 1. Students will know basic concepts and theories of both research and application in political science and public administration. 3 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. 7 - 7. Students will be able to use basic concepts and methods that the administrators would need in various fields such as economics, management, international relations, and communication. |
| Evaluates the data obtained during the learning process in business life and has the competence to
apply it. | 3 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. |
| 3- When involved in business life, it reflects the difference created by its theoretical infrastructure
and conceptual richness to its individual career. | 7 - 7. Students will be able to use basic concepts and methods that the administrators would need in various fields such as economics, management, international relations, and communication. |
| 4- Uses his/her specialized knowledge with the awareness of social responsibility. | 10 - 10. Students will be able to take responsibility in developing projects on voluntary basis and actively participate in them. 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. 5 - 5. Students will be able to take active roles in teams formed for producing solutions to the problems related to their own majors, manage activities through planning, and do academic research. |
| 5- Converts information and applications related to the field into projects and activities within the
framework of the social responsibility approach. | 5 - 5. Students will be able to take active roles in teams formed for producing solutions to the problems related to their own majors, manage activities through planning, and do academic research. 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. 3 - 3. Students will be able to work in processes such as strategic planning, policy making, project productions, auditing, decision making, evaluation and implementation both in public and private sector, political parties, and non-governmental organizations. 10 - 10. Students will be able to take responsibility in developing projects on voluntary basis and actively participate in them. |
| 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. | 8 - 8. Students will be able to use Turkish fluently and correctly in scientific and professional studies. They will also be able to read and understand at least one foreign language. |
| 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. | 6 - 6. Students will be able to collect data in their own field, analyze these data by using technology effectively, and evaluate and critically interpret them. |
| 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). | 11 - 11. Students will act with an ethical consciousness and have a respect for to human rights. They will be open to communication with people and able to work in cooperation. |
| 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. | 11 - 11. Students will act with an ethical consciousness and have a respect for to human rights. They will be open to communication with people and able to work in cooperation. |
| 3- Has an open attitude towards change and innovation. | 9 - 9. Being always open to learning, students will be able to evaluate the facts with a critical approach. 13 - 13. Students will be able to enable other groups and institutions to participate in policy-making processes, make decisions open to collaboration, and manage negotiation processes. |
| 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. | 13 - 13. Students will be able to enable other groups and institutions to participate in policy-making processes, make decisions open to collaboration, and manage negotiation processes. 4 - 4. Students will be able to deal with complexities stemming from natural or social systems and uncertainties about the facts and values. |
Employment Opportunities
Graduates may work in both public and private sector and at universities and research centers as well.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. Students who do not get at least 50 points in the general exam are 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. Bekir Berat ÖZİPEKLearning 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 |
Educational Game Techniques | Creative thinking, empathy, leadership, communication, problem solving. | Educational games tools and materials / computer software |
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ACADEMIC WRITING and PRESENTATION TECHNIQUES | 1 | 4 | 3 | 1 | 1 | 3 | 2 | 4 | 2 | 1 | 4 | 2 | 1 |
| ADMINISTRATIVE LAW | 3 | 4 | 2 | 2 | 3 | 0 | 0 | 0 | 1 | 0 | 2 | 3 | 2 |
| ADMINISTRATIVE LAW II | 1 | 4 | 3 | 3 | 2 | 3 | 0 | 0 | 2 | 0 | 3 | 2 | 0 |
| CIVIL LAW | 2 | 2 | 2 | 1 | 0 | 3 | 0 | 0 | 1 | 0 | 2 | 0 | 0 |
| COMPARATIVE POLITICS | 5 | 5 | 2 | 3 | 4 | 2 | 3 | 4 | 3 | 1 | 4 | 1 | 3 |
| CONSTITUTIONAL LAW | 4 | 4 | 1 | 3 | 1 | 3 | 3 | 0 | 1 | 1 | 2 | 3 | 1 |
| CONTEMPORARY APPROACHES in PUBLIC ADMINISTRATION | 4 | 4 | 4 | 2 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 3 | 3 |
| DEBATES on SIVIL SOCIETY | 2 | 3 | 3 | 2 | 3 | 4 | 2 | 0 | 5 | 3 | 5 | 4 | 3 |
| ENGLISH I | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 3 | 1 | 0 | 0 | 0 | 0 |
| ENGLISH II | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 1 | 0 | 0 | 0 | 0 |
| ETHICS | 1 | 2 | 1 | 2 | 1 | 2 | 1 | 3 | 4 | 1 | 5 | 1 | 1 |
| ETHNICITY, CULTURE and POLITICS | 1 | 1 | 1 | 3 | 2 | 1 | 2 | 0 | 2 | 2 | 2 | 0 | 0 |
| EU and TURKEY | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 |
| FUNDAMENTALS of LAW | 3 | 2 | 1 | 2 | 1 | 0 | 3 | 0 | 0 | 1 | 2 | 2 | 1 |
| FUNDEMENTALS of POLITICAL ECONOMY | 1 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
| GENERAL ACCOUNTING | 1 | 2 | 2 | 2 | 1 | 1 | 3 | 2 | 2 | 1 | 2 | 3 | 1 |
| GLOBAL SOCIETY and HUMAN RIGHTS | 3 | 3 | 4 | 3 | 4 | 5 | 3 | 1 | 5 | 4 | 4 | 2 | 5 |
| GLOBALIZATION on BRINK of TURKEY and the WORLD | 1 | 3 | 2 | 3 | 3 | 5 | 2 | 1 | 4 | 2 | 3 | 1 | 2 |
| HISTORY of CIVILIZATIONS | 1 | 2 | 1 | 2 | 2 | 2 | 3 | 3 | 4 | 1 | 3 | 1 | 2 |
| HISTORY of POLITICAL THOUGHT in TURKEY | 4 | 5 | 2 | 4 | 1 | 1 | 2 | 2 | 4 | 1 | 4 | 1 | 3 |
| HISTORY of POLITICAL THOUGHTS I | 2 | 4 | 3 | 4 | 3 | 4 | 1 | 5 | 5 | 2 | 4 | 3 | 5 |
| HISTORY of POLITICAL THOUGHTS II | 2 | 4 | 2 | 4 | 3 | 3 | 2 | 3 | 5 | 3 | 5 | 3 | 5 |
| HISTORY of the TURKISH REPUBLIC II | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 1 |
| HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 0 | 0 | 0 |
| INTERNATIONAL RELATIONS | 3 | 2 | 2 | 2 | 1 | 3 | 3 | 2 | 1 | 1 | 3 | 3 | 3 |
| INTERNSHIP | 0 | 0 | 5 | 5 | 3 | 0 | 0 | 0 | 2 | 0 | 0 | 4 | 0 |
| INTRODUCTION to POLITICAL SCIENCE I | 3 | 3 | 3 | 2 | 2 | 1 | 0 | 0 | 1 | 0 | 3 | 2 | 1 |
| INTRODUCTION to POLITICAL SCIENCE II | 5 | 3 | 3 | 3 | 2 | 3 | 4 | 0 | 3 | 1 | 4 | 3 | 4 |
| INTRODUCTION to PUBLIC ADMINISTRATION | 3 | 4 | 4 | 3 | 3 | 2 | 3 | 0 | 3 | 1 | 1 | 3 | 3 |
| INTRODUCTION to SOCIAL PSYCHOLOGY | 0 | 0 | 2 | 2 | 3 | 4 | 0 | 0 | 5 | 3 | 4 | 1 | 3 |
| INTRODUCTION to SOCIOLOGY | 3 | 2 | 1 | 4 | 3 | 2 | 0 | 0 | 5 | 1 | 4 | 1 | 1 |
| LABOUR and SOCIAL SECTURITY LAW | 3 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 3 | 4 | 3 | 4 |
| LAW of OBLIGATIONS | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 0 |
| LOCAL ADMINISTRATIONS | 2 | 2 | 3 | 2 | 2 | 0 | 1 | 0 | 1 | 2 | 2 | 2 | 2 |
| MACROECONOMICS | 0 | 3 | 0 | 1 | 4 | 2 | 5 | 1 | 2 | 0 | 2 | 3 | 0 |
| MANAGEMENT and ORGANIZATION | 2 | 2 | 4 | 2 | 3 | 1 | 4 | 0 | 2 | 2 | 1 | 4 | 3 |
| MANAGEMENT of NON-GOVERNMENTAL ORGANIZATIONS | 3 | 2 | 2 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 |
| MICROECONOMICS | 0 | 2 | 1 | 3 | 2 | 1 | 5 | 0 | 4 | 1 | 3 | 1 | 2 |
| MIDDLE EASTERN POLITICS | 3 | 3 | 0 | 1 | 3 | 0 | 2 | 0 | 2 | 3 | 4 | 0 | 3 |
| MODERN POLITICAL THOUGHT | 4 | 3 | 2 | 5 | 2 | 3 | 1 | 4 | 1 | 1 | 3 | 1 | 2 |
| POLITICAL COMMUNICATION: PRACTICES | 2 | 3 | 4 | 1 | 3 | 2 | 1 | 0 | 3 | 0 | 1 | 3 | 5 |
| POLITICAL ECOLOGY | 4 | 5 | 5 | 5 | 3 | 4 | 4 | 0 | 5 | 3 | 5 | 3 | 4 |
| POLITICAL HISTORY of TURKEY | 4 | 3 | 2 | 3 | 2 | 3 | 2 | 0 | 2 | 1 | 2 | 3 | 2 |
| POLITICAL LIFE in TURKEY I | 2 | 1 | 2 | 2 | 3 | 4 | 0 | 0 | 1 | 2 | 2 | 2 | 3 |
| POLITICAL LIFE in TURKEY II | 3 | 3 | 2 | 4 | 3 | 3 | 0 | 0 | 3 | 0 | 2 | 2 | 3 |
| POLITICAL PARTIES | 3 | 3 | 2 | 1 | 3 | 3 | 3 | 2 | 4 | 2 | 3 | 3 | 3 |
| POLITICAL PHILOSOPHY | 4 | 5 | 2 | 5 | 3 | 3 | 2 | 0 | 5 | 0 | 5 | 0 | 5 |
| POLITICAL SOCIOLOGY | 4 | 4 | 2 | 4 | 3 | 3 | 0 | 0 | 5 | 0 | 5 | 1 | 3 |
| POLITICS and BUREAUCRACY RELATIONSHIP in TURKEY | 3 | 4 | 3 | 2 | 2 | 2 | 2 | 0 | 2 | 2 | 2 | 3 | 3 |
| PRACTICAL STUDIES in PUBLIC ADMINISTRATION | 3 | 3 | 3 | 2 | 2 | 2 | 1 | 1 | 2 | 1 | 3 | 2 | 2 |
| PRACTICAL STUDIES in PUBLIC LAW | 2 | 3 | 2 | 2 | 1 | 2 | 0 | 0 | 2 | 2 | 1 | 2 | 0 |
| PUBLIC FINANCE | 2 | 1 | 2 | 1 | 1 | 2 | 3 | 0 | 1 | 1 | 1 | 2 | 1 |
| PUBLIC PERSONNEL MANAGEMENT | 4 | 3 | 2 | 1 | 3 | 0 | 1 | 0 | 3 | 2 | 3 | 2 | 2 |
| RELIGION and POLITICS in TURKEY | 3 | 1 | 1 | 1 | 2 | 3 | 0 | 0 | 3 | 4 | 3 | 4 | 3 |
| RESEARCH METHODS in SOCIAL SCIENCES | 4 | 2 | 2 | 3 | 3 | 3 | 4 | 2 | 4 | 0 | 2 | 0 | 0 |
| SOCIAL STRUCTURE of TURKEY | 3 | 3 | 4 | 2 | 3 | 4 | 5 | 2 | 4 | 5 | 4 | 3 | 4 |
| STATISTICS | 1 | 1 | 0 | 5 | 4 | 5 | 2 | 0 | 5 | 0 | 4 | 4 | 1 |
| SUSTAINABLE DEVELOPMENT APPLICATIONS | 1 | 0 | 3 | 0 | 4 | 3 | 2 | 0 | 0 | 0 | 0 | 3 | 4 |
| TAX LAW | 1 | 4 | 2 | 3 | 3 | 3 | 3 | 0 | 2 | 0 | 1 | 2 | 0 |
| The ARAP SPRING and the TRANSFOR. of POLITICS in MIDDLE EAST | 2 | 1 | 2 | 1 | 5 | 4 | 5 | 5 | 3 | 1 | 3 | 2 | 1 |
| THEORY and PRACTICE of the EURO. CONVEN. on HUMAN RIGHTS | 3 | 4 | 0 | 3 | 0 | 0 | 2 | 0 | 3 | 0 | 0 | 0 | 3 |
| TURKISH ADMINISTRATIVE SYSTEM | 4 | 4 | 3 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 |
| TURKISH CONS. LAW | 2 | 2 | 1 | 1 | 2 | 1 | 0 | 0 | 2 | 1 | 3 | 2 | 2 |
| TURKISH ECONOMY | 3 | 2 | 1 | 2 | 1 | 0 | 0 | 3 | 3 | 1 | 2 | 0 | 3 |
| TURKISH LANGUAGE I | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 0 |
| TURKISH LANGUAGE II | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 1 | 0 | 0 | 0 |
| UNIVERSITY and LIFE SKILLS | 0 | 1 | 1 | 2 | 2 | 1 | 1 | 0 | 2 | 3 | 3 | 2 | 2 |
| URBANISATION and ENVIRANMENTAL POLICIES | 2 | 3 | 3 | 2 | 2 | 2 | 1 | 0 | 2 | 1 | 1 | 2 | 2 |
| WORLD HISTORY | 3 | 2 | 1 | 4 | 3 | 4 | 4 | 3 | 3 | 1 | 4 | 1 | 2 |
| İlişkili Ders Sayısı / 69/74 | 151 | 169 | 133 | 153 | 145 | 139 | 115 | 68 | 168 | 80 | 168 | 122 | 135 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| 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; |