Program Information
Aim
The aim of the Restoration Program is to train technical people with aesthetic, historical background and who is able to protect cultural heritage. Students graduating this program shall have sufficient knowledge of civil architecture, monuments and inventory work of monumental buildings, and be able to prepare restoration / reconstruction projects.Qualification Awarded
Short Cycle (Associate'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 Student Selection and Placement (YKS). 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 Student Selection and Placement (YKS). 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 120 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 |
| MRS1114996 | INFORMATION and COMMUNICATION TECHNOLOGIES | Turkish | 2 | 2 | 2 | |
| MRS1128270 | TRADITIONAL BUILDING ELEMENTS | Turkish | 1+2 | 2 | 5 | |
| MRS1128310 | HISTORY of ARCHITECTURE I | Turkish | 2 | 2 | 4 | |
| MRS1146430 | BASIC of PROTECTION CONSEPT | Turkish | 2 | 2 | 3 | |
| MRS1160990 | TECHNICAL DRAWING I | Turkish | 2+2 | 3 | 6 | |
| MRS1161010 | BUILDING SURVEY I | Turkish | 2+2 | 3 | 6 | |
| İNG1110900 | ENGLISH I | English | 2 | 2 | 2 | |
| TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| MRS1227170 | MATERIAL SCIENCE | Turkish | 3 | 3 | 3 | |
| MRS1228320 | HISTORY of ARCHITECTURE II | Turkish | 2 | 2 | 4 | |
| MRS1261020 | TECHNICAL DRAWING II | Turkish | 2+2 | 3 | 5 | |
| MRS1261080 | ARCHITECTURAL SURVEYING II | Turkish | 2+2 | 3 | 6 | |
| MRS1245140 | OCCUPATIONAL HEALTH and SAFETY | Turkish | 2 | 2 | 3 | |
| MRS1261040 | COMPUTER BASED TECHNICAL DRAWING | Turkish | 1+1 | 1.5 | 5 | |
| İNG1212000 | ENGLISH II | English | 2 | 2 | 2 | |
| TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
The graduate has a basic level of theoretical and practical knowledge regarding his field.
The graduate has knowledge of the ethical principles and rules related to the field.
The graduate can access scientific information relevant to the area to follow the current innovation and assessment.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Having comprehensive, specialized, factual and conceptual knowledge on the basis of the competencies acquired in secondary education in the relevant fields and defines the boundaries of this knowledge. | 1 - The graduate has a basic level of theoretical and practical knowledge regarding his field. 2 - The graduate has knowledge of the ethical principles and rules related to the field. 3 - The graduate can access scientific information relevant to the area to follow the current innovation and assessment. |
| SKILLS | |
| Cognitive, Practical | |
| 1-Having the necessary logical, intuitive, creative and critical thinking skills and practical skills to develop creative solutions to concrete and abstract problems. | 11 - Gain proficiency in planning and implementing professional processes. 12 - To have the ability to function effectively individually and in multidisciplinary team work and self-confidence to assume responsibility. |
| 2-Having oral and written expression skills and visual/ graphic expression and modeling skills in conventional and numerical environments. | 12 - To have the ability to function effectively individually and in multidisciplinary team work and self-confidence to assume responsibility. 11 - Gain proficiency in planning and implementing professional processes. 10 - Able to determine the original design of an old building, to conduct the analysis, draw the restoration and restitution projects by determining the current situation. 9 - Knows basic technical drawing rules, gaining the ability to document architectural items by drawing and drawing. 4 - Gain the ability to use professional tools and techniques. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Acting independently and taking responsibility in working and learning environments, preparing and executing a project. | 4 - Gain the ability to use professional tools and techniques. 5 - Know the raw materials that make up the works, know the corruptions, have the knowledge to take preventive measures against corruption. 7 - Know the basic principles and methods in Restoration and Conservation. 6 - Gain the ability to possess advanced knowledge and understanding of issues related to the protection of cultural properties. 9 - Knows basic technical drawing rules, gaining the ability to document architectural items by drawing and drawing. 10 - Able to determine the original design of an old building, to conduct the analysis, draw the restoration and restitution projects by determining the current situation. 11 - Gain proficiency in planning and implementing professional processes. 3 - The graduate can access scientific information relevant to the area to follow the current innovation and assessment. 2 - The graduate has knowledge of the ethical principles and rules related to the field. 1 - The graduate has a basic level of theoretical and practical knowledge regarding his field. 12 - To have the ability to function effectively individually and in multidisciplinary team work and self-confidence to assume responsibility. 8 - Understand and apply the concept of protection and legal regulations. |
| 2- Demonstrating creativity while developing projects. | 12 - To have the ability to function effectively individually and in multidisciplinary team work and self-confidence to assume responsibility. 2 - The graduate has knowledge of the ethical principles and rules related to the field. 3 - The graduate can access scientific information relevant to the area to follow the current innovation and assessment. 4 - Gain the ability to use professional tools and techniques. 1 - The graduate has a basic level of theoretical and practical knowledge regarding his field. 11 - Gain proficiency in planning and implementing professional processes. 9 - Knows basic technical drawing rules, gaining the ability to document architectural items by drawing and drawing. 7 - Know the basic principles and methods in Restoration and Conservation. 8 - Understand and apply the concept of protection and legal regulations. 5 - Know the raw materials that make up the works, know the corruptions, have the knowledge to take preventive measures against corruption. |
| 3- Taking responsibility as a team member to solve complex problems in learning environments. | 11 - Gain proficiency in planning and implementing professional processes. 1 - The graduate has a basic level of theoretical and practical knowledge regarding his field. 12 - To have the ability to function effectively individually and in multidisciplinary team work and self-confidence to assume responsibility. |
| 4- Evaluating and improves his/her own performance and that of others. | 12 - To have the ability to function effectively individually and in multidisciplinary team work and self-confidence to assume responsibility. |
| Learning Competence | |
| 1- Determining the necessary learning needs for further learning. | 3 - The graduate can access scientific information relevant to the area to follow the current innovation and assessment. |
| 2- Thinking critically and actively (dialectically, critically, counter thesis and synthesis) on the nature, technical infrastructure and social, cultural and ideological context and effects of information (has the necessary learning skills for decision-making and knowledge-based, responsible action, comprehending, discussing options, producing synthesis on the available options, creates ideas.) | 3 - The graduate can access scientific information relevant to the area to follow the current innovation and assessment. 1 - The graduate has a basic level of theoretical and practical knowledge regarding his field. 12 - To have the ability to function effectively individually and in multidisciplinary team work and self-confidence to assume responsibility. 11 - Gain proficiency in planning and implementing professional processes. |
| 3- Future-oriented, has the necessary motivation and learning skills for personal and professional development, making plans for this and implements them. | 3 - The graduate can access scientific information relevant to the area to follow the current innovation and assessment. |
| 4- Acting with lifelong learning consciousness. | 3 - The graduate can access scientific information relevant to the area to follow the current innovation and assessment. 11 - Gain proficiency in planning and implementing professional processes. |
| Communication and Social Competence | |
| 1- Presenting their ideas, project and solution suggestions based on quantitative and qualitative data and in a well-structured and consistent manner to their peers, consultants and potential users/employers. | 1 - The graduate has a basic level of theoretical and practical knowledge regarding his field. 11 - Gain proficiency in planning and implementing professional processes. 12 - To have the ability to function effectively individually and in multidisciplinary team work and self-confidence to assume responsibility. |
| 2-Expressing an internalized, personal, comprehensive worldview. | 2 - The graduate has knowledge of the ethical principles and rules related to the field. 3 - The graduate can access scientific information relevant to the area to follow the current innovation and assessment. |
| 3- Using a foreign language at least at the European Language Portfolio A2 General Level, he/she is monitoring the developments in his/her field and communicating with his/her colleagues; using language, symbols, texts interactively. | 12 - To have the ability to function effectively individually and in multidisciplinary team work and self-confidence to assume responsibility. 11 - Gain proficiency in planning and implementing professional processes. |
| 4- At least European Computer Usage License required by the field interactively using computer software at Basic Level and information and communication technologies required by the field. | 1 - The graduate has a basic level of theoretical and practical knowledge regarding his field. 9 - Knows basic technical drawing rules, gaining the ability to document architectural items by drawing and drawing. 4 - Gain the ability to use professional tools and techniques. |
| Field-based Competence | |
| 1- Developing creative responses/solutions for abstract and concrete problems. | 4 - Gain the ability to use professional tools and techniques. 1 - The graduate has a basic level of theoretical and practical knowledge regarding his field. 2 - The graduate has knowledge of the ethical principles and rules related to the field. 3 - The graduate can access scientific information relevant to the area to follow the current innovation and assessment. 11 - Gain proficiency in planning and implementing professional processes. 12 - To have the ability to function effectively individually and in multidisciplinary team work and self-confidence to assume responsibility. |
| 2- Collecting, evaluating and interpreting the data that will form the necessary basis for decision-making by considering the possible social and ethical consequences in the processes related to its field. | 2 - The graduate has knowledge of the ethical principles and rules related to the field. |
| 3- Judging based on the knowledge of relevant social, scientific and ethical problems. | 2 - The graduate has knowledge of the ethical principles and rules related to the field. |
Employment Opportunities
Architectural restoration technicians can work in architectural and engineering offices, archaeological excavations, restoration units in National Palaces, conservation and restoration laboratories.Upgrading
After graduation from associate degree programs, it is possible to study in undergraduate programs as a result of the vertical transfer exam (DGS).Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. The course grade is obtained by evaluating the student's mid-term and mid-term exams, practical work, group work and similar studies and the final exam together. Students who do not get at least 50 points from the general exam are considered to be unsuccessful. In order to be successful in the course, it is required to have at least 60 points or 2.27 success coefficient at the end of the semester.Head of Department/Program
Programme Director
Dr.Öğr.Üye. Hande YILMAZHead Of Department
Dr.Öğr.Üye. Hande YILMAZLearning 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 |
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) |
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 |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
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 |
Portfolio Task | It is used to assess students holistically (intellectually, behaviorally, socially). It includes at least one year of student activities. In special cases, it may be for a semester. | Sample protfolios, checklists, rubrics, rating scales |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 3D DOCU. TECHNIQUES and ARCHITECTURAL SURVEY II | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| 3D DOCUMENTATION TECHNIQUES and ARCHITECTURAL SURVEY | 5 | 5 | 5 | 5 | 2 | 4 | 5 | 5 | 5 | 5 | 5 | 5 |
| 3D MODELLING and ANIMATION I | 5 | 5 | 5 | 5 | 1 | 1 | 3 | 1 | 3 | 5 | 5 | 5 |
| ARCHITECTURAL SURVEYING II | 5 | 5 | 5 | 5 | 1 | 1 | 1 | 1 | 3 | 5 | 0 | 4 |
| ART HISTORY | 5 | 5 | 5 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 4 |
| BASIC of PROTECTION CONSEPT | 5 | 5 | 2 | 1 | 1 | 1 | 1 | 5 | 0 | 0 | 1 | 5 |
| BUILDING SURVEY I | 5 | 5 | 5 | 5 | 2 | 2 | 2 | 2 | 5 | 5 | 5 | 5 |
| CITY and SPACE | 4 | 4 | 3 | 0 | 0 | 2 | 0 | 1 | 0 | 0 | 3 | 3 |
| COMMUNICATION SKILLS | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| COMPUTER BASED TECHNICAL DRAWING | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 | 5 | 0 | 5 | 5 |
| CONCEPT of ARCHITECTURE | 3 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| CONSERVATION I | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 4 | 0 | 0 | 3 | 3 |
| CONSERVATION II | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 4 | 0 | 0 | 4 | 3 |
| CONSTRUCTION MATERIALS TECHNOLOGY | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 3 | 0 | 0 | 3 | 3 |
| CONSTRUCTION METHOD and COST | 5 | 5 | 5 | 5 | 1 | 1 | 1 | 2 | 0 | 0 | 4 | 2 |
| EARLY ANATOLIAN ARCHITECTURE | 5 | 5 | 5 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 1 |
| ENGLISH I | 5 | 5 | 5 | 3 | 0 | 0 | 0 | 5 | 0 | 0 | 3 | 3 |
| ENGLISH II | 5 | 5 | 5 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 3 |
| HISTORICAL ENVIR. PROTECTION and RESTO. EXAMPLES | 5 | 5 | 5 | 1 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 5 |
| HISTORY of ARCHITECTURE I | 5 | 5 | 5 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 |
| HISTORY of ARCHITECTURE II | 5 | 5 | 5 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 5 |
| HISTORY of the TURKISH REPUBLIC II | 5 | 5 | 5 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| HISTORY of the TURKISH REPUBLIC I | 5 | 5 | 5 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| INFORMATION and COMMUNICATION TECHNOLOGIES | 5 | 5 | 5 | 1 | 1 | 5 | 1 | 1 | 1 | 1 | 3 | 5 |
| INTERNSHIP | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| MATERIAL SCIENCE | 5 | 5 | 5 | 5 | 5 | 1 | 5 | 1 | 1 | 0 | 2 | 3 |
| MATHEMATICS | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| MODERN and CONTEMPORARY ART SINCE 1863 | 5 | 5 | 5 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 |
| MYTHOLOGY | 5 | 5 | 5 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 |
| OCCUPATIONAL HEALTH and SAFETY | 5 | 4 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ORGANIZATION of SITE | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 1 | 1 | 5 | 3 |
| OTTOMAN CITY CONFIGURATION II | 5 | 5 | 5 | 1 | 1 | 5 | 5 | 5 | 1 | 1 | 1 | 1 |
| PHOTOGRAPHY DOCUMENTATION I | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 1 | 1 | 5 | 5 |
| PHOTOGRAPHY DOCUMENTATION II | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 |
| STRUCTURAL ISSUES in HISTORICAL BUILDINGS | 5 | 5 | 5 | 3 | 5 | 2 | 1 | 0 | 1 | 0 | 4 | 5 |
| SURVEYING and METRICS | 5 | 5 | 5 | 3 | 3 | 3 | 1 | 5 | 3 | 1 | 5 | 5 |
| TECHNICAL DRAWING I | 5 | 0 | 5 | 5 | 0 | 0 | 0 | 0 | 5 | 0 | 5 | 0 |
| TECHNICAL DRAWING II | 5 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 5 | 0 | 4 | 0 |
| TRADITIONAL BUILDING ELEMENTS | 5 | 5 | 5 | 5 | 1 | 1 | 1 | 1 | 5 | 1 | 5 | 5 |
| TRADITIONAL BUILDING TYPOLOGY | 5 | 5 | 5 | 1 | 1 | 3 | 2 | 2 | 0 | 0 | 2 | 5 |
| TURKISH LANGUAGE I | 5 | 5 | 5 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 2 |
| TURKISH LANGUAGE II | 5 | 5 | 5 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 |
| İlişkili Ders Sayısı / 42/49 | 208 | 193 | 194 | 127 | 69 | 77 | 74 | 78 | 60 | 41 | 113 | 160 |
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 |