Aim
Interior Design Program aims to cope with the qualified work force deficit of designers and technical employees by helping the future employees of interior design area to develop professional competence.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 TYT scores obtained from 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 who have completed all of the courses, practices, and who have taken the 120 ECTS have a right to receive a diploma. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education of Interior Design is divided by the sum of ECTS values.Recognition of Prior Learning
Students can apply for exemption for the classes completed successfully in the previously registered and/or equivalently accepted institutions. Assessments of the exemption applications are subject to Board of Management and review of the instructor of the lecture if necessary.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 |
| İMT1127380 | HISTORY of ART | Turkish | 2 | 2 | 2 | |
| İMT1110001 | BASIC DESIGN I | Turkish | 2+2 | 3 | 5 | |
| İMT1110047 | TECHNICAL DRAWING I | Turkish | 2+2 | 3 | 5 | |
| İMT1110112 | MATERIAL and STRUCTURE | Turkish | 3 | 3 | 4 | |
| İMT1112381 | MATHEMATICS | Turkish | 3 | 3 | 4 | |
| İMT1112382 | ARCHITECTURAL SURVEYING | Turkish | 1+2 | 2 | 4 | |
| İMT1114996 | INFORMATION and COMMUNICATION TECHNOLOGIES | Turkish | 2 | 2 | 2 | |
| İNG1110900 | ENGLISH I | English | 2 | 2 | 2 | |
| TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| İMT1111800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| İMT1210005 | INTRODUCTION to INTREIOR DESIGN | Turkish | 2+2 | 3 | 4 | |
| İMT1210048 | TECHNICAL DRAWING II | Turkish | 2+2 | 3 | 5 | |
| İMT1210049 | BASIC DESIGN II | Turkish | 2+2 | 3 | 5 | |
| İMT1212383 | BASIC STRUCTURE | Turkish | 2+1 | 2.5 | 3 | |
| İMT1212384 | DIGITAL DESIGN TOOLS I | Turkish | 1+2 | 2 | 4 | |
| İMT1210923 | BUILDING TECHNOLOGIES | Turkish | 3 | 3 | 4 | |
| İMT1210924 | ARCHITECTURE HISTORY | Turkish | 2 | 2 | 2 | |
| İNG1212000 | ENGLISH II | English | 2 | 2 | 2 | |
| TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
Has knowledge about professional responsibility and ethical rules related to the field.
Has the necessary knowledge and technical knowledge level according to international standards in order to realize the interior projects designed in the field.
Has the ability to access scientific knowledge related to the field, to follow innovations, to design independently and to have confidence.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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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.
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1 - Has knowledge about professional responsibility and ethical rules related to the field.
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| SKILLS | |
| Cognitive, Practical | |
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1-Having the necessary logical, intuitive, creative and critical thinking skills and practical skills to develop creative solutions to concrete and abstract problems.
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4 - Can make new proposals by continuously improving the artistic and technical knowledge he / she has learned about his / her field.
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2-Having oral and written expression skills and visual/ graphic expression and modeling skills in conventional and numerical environments.
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4 - Can make new proposals by continuously improving the artistic and technical knowledge he / she has learned about his / her field.
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| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Acting independently and taking responsibility in working and learning environments, preparing and executing a project.
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3 - Has the ability to work in a team and to produce individual projects according to the requirements of technology.
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2- Demonstrating creativity while developing projects.
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1 - Has knowledge about professional responsibility and ethical rules related to the field.
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3- Taking responsibility as a team member to solve complex problems in learning environments.
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3 - Has the ability to work in a team and to produce individual projects according to the requirements of technology.
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4- Evaluating and improves his/her own performance and that of others.
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3 - Has the ability to work in a team and to produce individual projects according to the requirements of technology.
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| Learning Competence | |
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1- Determining the necessary learning needs for further learning.
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1 - Has knowledge about professional responsibility and ethical rules related to the field.
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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.)
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4 - Can make new proposals by continuously improving the artistic and technical knowledge he / she has learned about his / her field. 2 - The design process has technical features that provide performance. |
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3- Future-oriented, has the necessary motivation and learning skills for personal and professional development, making plans for this and implements them.
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2 -
The design process has technical features that provide performance. 1 - Has knowledge about professional responsibility and ethical rules related to the field. |
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4- Acting with lifelong learning consciousness.
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4 - Can make new proposals by continuously improving the artistic and technical knowledge he / she has learned about his / her field.
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| Communication and Social Competence | |
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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.
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12 - To be able to transfer the designs realized within the social environmental awareness in various platforms with verbal and written expressions.
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2-Expressing an internalized, personal, comprehensive worldview.
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4 - Can make new proposals by continuously improving the artistic and technical knowledge he / she has learned about his / her field.
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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.
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1 - Has knowledge about professional responsibility and ethical rules related to the field.
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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.
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2 -
The design process has technical features that provide performance.
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| Field-based Competence | |
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1- Developing creative responses/solutions for abstract and concrete problems.
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5 - With the knowledge acquired in their field, they can develop living spaces that can raise the living level of the society.
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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.
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2 -
The design process has technical features that provide performance.
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3- Judging based on the knowledge of relevant social, scientific and ethical problems.
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5 - With the knowledge acquired in their field, they can develop living spaces that can raise the living level of the society.
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Employment Opportunities
Graduates of the program can be employed by interior design offices, design departments of the furniture factories, restauration firms as project members; architecture and engineering companies as illustrator or designer and modeling offices as technical employee.Upgrading
After graduating associate degree programs, the opportunity to enroll to the 4-year undergraduate programs such as Architecture, Interior Design, Interior Designs and Environmental Design, Traditional Turkish Handicrafts, is given in respect to the results of the vertical transfer examination.Type of Training
Full TimeAssessment and Evaluation
Academic standing in a course is determined by the lecture grade. Final grade is derived from the success in the midterms, exam-equivalent homeworks, workshops, group studies etc. together with the grade achieved on the final exam. The students who cannot get minimum 50 points in final exam are considered as failed in the course. Minimum 60 points or 2.27 success coefficient is needed to pass the course at the end of the semester.Head of Department/Program
Programme Director
Öğr.Gör. Eser KASAPOĞLU GESOĞLUHead Of Department
Öğr.Gör. Eser KASAPOĞLU GESOĞLULearning 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) |
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. |
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 |
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 |
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 |
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ADVANCED RENDERING TECHNIQUES ANIMATION | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 |
| ARCHITECTURAL SURVEYING | 5 | 5 | 4 | 3 | 2 | 4 | 5 | 2 | 4 | 5 | 4 | 3 |
| ARCHITECTURE ANIMATION | 3 | 5 | 4 | 2 | 4 | 3 | 4 | 2 | 5 | 3 | 1 | 0 |
| ARCHITECTURE HISTORY | 5 | 1 | 2 | 3 | 1 | 1 | 1 | 1 | 1 | 3 | 5 | 4 |
| ART APPLİCATİONS İN HEALTH INDUSTRY | 4 | 5 | 5 | 5 | 4 | 3 | 4 | 3 | 4 | 5 | 5 | 3 |
| BASIC DESIGN I | 5 | 5 | 5 | 5 | 5 | 4 | 3 | 4 | 5 | 3 | 5 | 5 |
| BASIC DESIGN II | 4 | 5 | 5 | 5 | 2 | 1 | 2 | 4 | 3 | 4 | 5 | 4 |
| BASIC STRUCTURE | 2 | 5 | 3 | 2 | 2 | 1 | 0 | 1 | 4 | 4 | 3 | 4 |
| BUILDING TECHNOLOGIES | 5 | 3 | 1 | 0 | 0 | 0 | 1 | 4 | 2 | 3 | 1 | 3 |
| CITY and SPACE | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| COMMUNICATION SKILLS | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| CONCEPT of ARCHITECTURE | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| CONSTRICTION METEGARE and COST | 0 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| DIGITAL DESIGN TOOLS I | 5 | 5 | 5 | 2 | 0 | 0 | 0 | 0 | 4 | 5 | 0 | 0 |
| DIGITAL DESIGN TOOLS II | 2 | 4 | 5 | 2 | 2 | 3 | 4 | 3 | 4 | 5 | 4 | 1 |
| ERGONOMICS and HUMAN FACTOR | 5 | 5 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 4 | 0 | 0 |
| FLOATING STRUCTURES and YACHT INTERIOR DESIGN | 5 | 5 | 4 | 2 | 1 | 3 | 4 | 4 | 5 | 4 | 4 | 3 |
| FURNITURE | 5 | 5 | 4 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 4 | 0 |
| HISTORY of ART | 4 | 1 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| INFORMATION and COMMUNICATION TECHNOLOGIES | 5 | 3 | 1 | 1 | 1 | 1 | 0 | 0 | 4 | 3 | 2 | 5 |
| INTERIOR DESIGN I | 5 | 5 | 4 | 3 | 4 | 2 | 5 | 3 | 2 | 4 | 3 | 3 |
| INTERIOR DESIGN II | 5 | 5 | 4 | 5 | 5 | 3 | 5 | 5 | 5 | 5 | 4 | 2 |
| INTERIOR DESIGN TEXTILE | 5 | 5 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 0 |
| INTRODUCTION to INTREIOR DESIGN | 5 | 5 | 5 | 3 | 3 | 4 | 5 | 4 | 5 | 2 | 5 | 3 |
| LIGHTENING | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 4 | 4 | 3 | 5 | 2 |
| MATERIAL and STRUCTURE | 5 | 4 | 2 | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| MATHEMATICS | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| PORTFOLIO DESIGN | 5 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| TECHNICAL DRAWING I | 5 | 5 | 3 | 2 | 3 | 3 | 5 | 3 | 5 | 5 | 4 | 3 |
| TECHNICAL DRAWING II | 5 | 5 | 2 | 3 | 1 | 4 | 5 | 2 | 4 | 5 | 2 | 1 |
| THEORY of LIGHT and COLOR in INTERIOR DESIGN | 5 | 3 | 4 | 3 | 3 | 4 | 3 | 5 | 4 | 5 | 5 | 3 |
| TURKISH HOUSE | 1 | 0 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| WINDOW DESIGN | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 5 | 0 | 0 |
| İlişkili Ders Sayısı / 33/46 | 127 | 118 | 76 | 72 | 48 | 44 | 59 | 58 | 79 | 94 | 71 | 73 |
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 |