Aim
Our aim as a department is; Who are capable of comprehending the basic information and documents in the field of accounting that will meet the needs of the accounting and finance departments of the accounting and finance departments of accounting and taxation departments, accounting and taxation departments and accounting firms of the commercial firms and who are capable of creating accounting records which can follow the legislation related to the profession.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 (YGS and LYS). 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 TYT. 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 |
| MVU1127620 | GENERAL ACCOUNTING | Turkish | 3 | 3 | 4 | |
| MVU1127630 | GENERAL BUSINESS | Turkish | 3 | 3 | 5 | |
| MVU1127640 | SOFTWARE PACKAGES I | Turkish | 3 | 3 | 5 | |
| MVU1127660 | INTRODUCTION to ECONOMICS I | Turkish | 2 | 2 | 4 | |
| MVU1127670 | BASIC MATHEMATICS | Turkish | 3 | 3 | 4 | |
| MVU1126130 | COMMUNICATION SKILLS | Turkish | 2 | 2 | 4 | |
| MVU1127510 | INTRODUCTION to LAW | Turkish | 2 | 2 | 4 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| MVU1211800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
| MVU1229840 | STATISTICS | Turkish | 3 | 3 | 5 | |
| MVU1232730 | TURKISH TAX SYSTEM | Turkish | 2 | 2 | 4 | |
| MVU1277310 | INTRODUCTION to PROFESSIONAL LIFE | Turkish | 2 | 2 | 2 | |
| MVU1227680 | FINAL ACCOUNTING OPERATIONS | Turkish | 3 | 3 | 4 | |
| MVU1227690 | COMMERCIAL LAW | Turkish | 2 | 2 | 4 | |
| MVU1227720 | INTRODUCTION to ECONOMICS II | Turkish | 2 | 2 | 4 | |
| MVU1277420 | SOFTWARE PACKAGES II | Turkish | 3 | 3 | 5 | |
Program Qualification
Theoretical, Factual
Having adequate infrastructure in the fields of accounting, law, basic management, management and field; To gain theoretical and practical knowledge in these areas.
Gains knowledge about occupational health and safety, environmental awareness and quality processes.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1 Having basic knowledge about the field at the theoretical and application level.
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1 - Having adequate infrastructure in the fields of accounting, law, basic management, management and field; To gain theoretical and practical knowledge in these areas.
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2-Defining the basic concepts in Social and Behavioral Sciences and listing the relationships between concepts.
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1 - Having adequate infrastructure in the fields of accounting, law, basic management, management and field; To gain theoretical and practical knowledge in these areas.
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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.
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-
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4- They have basic knowledge about the causes and consequences of the transformations
experienced by their societies.
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5-Having the necessary information at the theoretical and application level to process basic data.
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3 - To be able to interpret and evaluate data, to identify and analyze data using the basic knowledge and skills acquired in the field, and to be able to develop evidence-based solutions.
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| SKILLS | |
| Cognitive, Practical | |
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1- Ability to analyze information about the field and evaluate its reflections in practice.
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3 - To be able to interpret and evaluate data, to identify and analyze data using the basic knowledge and skills acquired in the field, and to be able to develop evidence-based solutions.
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2- Establishing a connection between the concepts in social and behavioral sciences theories.
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4 - To be able to design, plan and carry out projects using professional environments and tools related to the field.
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3-Ability to access information resources related to its field.
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3 - To be able to interpret and evaluate data, to identify and analyze data using the basic knowledge and skills acquired in the field, and to be able to develop evidence-based solutions.
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4- It has the ability to process the information related to the field with technical facilities and to present this information with the technical equipment (computer environment, etc.) required by the field.
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8 - To be able to identify and effectively use the modern techniques, tools and information technologies required for applications related to the field.
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5- He/she has the ability to use the basic theoretical and practical knowledge he/she has acquired in the field at the same level of advanced education in the same field or at the same level.
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3 - To be able to interpret and evaluate data, to identify and analyze data using the basic knowledge and skills acquired in the field, and to be able to develop evidence-based solutions.
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| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Investigating an issue related to the field independently, either as a team or on its own.
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11 - To be able to produce solutions, to take responsibilities in teams or to be able to do individual work in case of encountering unforeseen situations in field related applications.
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2- Planning the processes and timing of multi-member group researches to be carried out in the field and related sub-branches, and performing the planned tasks to the extent and on time.
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11 - To be able to produce solutions, to take responsibilities in teams or to be able to do individual work in case of encountering unforeseen situations in field related applications.
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3- Acting in line with the requirements of social life setting an example for society with its attitudes and attitudes.
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| Learning Competence | |
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1-Ability to learn both on its own and within the group.
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11 - To be able to produce solutions, to take responsibilities in teams or to be able to do individual work in case of encountering unforeseen situations in field related applications.
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2- Showing what to learn and how.
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6 - Awareness of the necessity of life-long learning; To follow the developments in science and technology and to gain the consciousness of renewing itself continuously.
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3- Directing his/her education to an advanced education level in the same field or to a profession at the same level.
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7 - To gain the application skills by examining the processes related to the field of public and private sector organizations on site.
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4- Having the awareness of lifelong learning and questioning.
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6 - Awareness of the necessity of life-long learning; To follow the developments in science and technology and to gain the consciousness of renewing itself continuously.
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| Communication and Social Competence | |
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1- Transmitting the knowledge and skills he/she has acquired in his/her field in writing and verbally.
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3 - To be able to interpret and evaluate data, to identify and analyze data using the basic knowledge and skills acquired in the field, and to be able to develop evidence-based solutions.
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2- Transforming knowledge and practice related to the field into projects and activities within the framework of social responsibility approach.
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4 - To be able to design, plan and carry out projects using professional environments and tools related to the field.
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3- When involved in business life, it reflects the difference created by its theoretical infrastructure
and conceptual richness to its individual career.
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7 - To gain the application skills by examining the processes related to the field of public and private sector organizations on site.
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4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.
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9 - Having a level of foreign language knowledge that can follow the innovations in the field of judge and field to effective communication techniques.
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5- 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.
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| Field-based Competence | |
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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).
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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.
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-
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3- Has an open attitude towards change and innovation.
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6 - Awareness of the necessity of life-long learning; To follow the developments in science and technology and to gain the consciousness of renewing itself continuously.
|
Employment Opportunities
After the students graduate, they work as intermediaries in the accounting departments of the companies.Upgrading
After graduation from associate degree programs, there is an opportunity to study in undergraduate programs as a result of vertical transition examination (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 achievement in the semester and the final exam together with the midterm exams and term papers which are counted as midterm exams, applied studies, group work and similar studies. Students who fail to obtain a minimum score of 50 from the final exam will be considered as failures for all courses. In order to be successful, they must have at least 60 points at the end of the term or 2.27 GPA.Head of Department/Program
Programme Director
Öğr.Gör. Nuri GÜLTEKİNHead Of Department
Öğr.Gör. Nuri GÜLTEKİNLearning 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. |
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. |
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 |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ACCOUNTING for FOREIGN TRADE OPERATIONS | 5 | 0 | 5 | 4 | 0 | 3 | 4 | 3 | 3 | 0 | 4 | 0 | 0 | 0 | 0 |
| ACCOUNTING STANDARDS | 5 | 0 | 4 | 3 | 0 | 5 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 |
| AUDIT ACCOUNTING | 4 | 0 | 4 | 2 | 0 | 4 | 3 | 0 | 3 | 0 | 3 | 0 | 0 | 0 | 0 |
| BASIC MATHEMATICS | 2 | 0 | 1 | 2 | 0 | 2 | 2 | 2 | 2 | 0 | 2 | 0 | 0 | 0 | 0 |
| COMMERCIAL LAW | 3 | 0 | 1 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| COMMUNICATION SKILLS | 0 | 0 | 2 | 2 | 0 | 2 | 4 | 4 | 0 | 0 | 3 | 0 | 0 | 0 | 0 |
| CORPORATE ACCOUNTING | 3 | 0 | 4 | 3 | 0 | 1 | 2 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 |
| COST ACCOUNTING | 2 | 0 | 3 | 2 | 0 | 4 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 |
| ENGLISH I | 1 | 0 | 1 | 1 | 0 | 3 | 1 | 3 | 1 | 0 | 1 | 0 | 0 | 0 | 0 |
| ENGLISH II | 1 | 0 | 1 | 1 | 0 | 3 | 1 | 3 | 1 | 0 | 1 | 0 | 0 | 0 | 0 |
| ENTERPRENEURSHIP and INNOVATION MANAGEMENT | 2 | 0 | 2 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 |
| FINAL ACCOUNTING OPERATIONS | 2 | 0 | 3 | 4 | 0 | 5 | 3 | 0 | 3 | 0 | 4 | 0 | 0 | 0 | 0 |
| FINANCIAL FOLLOW-UP | 1 | 0 | 3 | 2 | 0 | 4 | 4 | 0 | 0 | 0 | 4 | 0 | 0 | 0 | 0 |
| FINANCIAL STATEMENTS ANALYSIS | 3 | 0 | 2 | 2 | 0 | 2 | 2 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 |
| GENERAL ACCOUNTING | 3 | 0 | 4 | 3 | 2 | 3 | 4 | 3 | 4 | 4 | 4 | 4 | 5 | 4 | 5 |
| GENERAL BUSINESS | 4 | 0 | 3 | 3 | 0 | 2 | 4 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 |
| HISTORY of the TURKISH REPUBLIC II | 5 | 0 | 1 | 3 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| HISTORY of the TURKISH REPUBLIC I | 5 | 0 | 1 | 3 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| INFORMATION TECHNOLOGIES and TOOLS I | 2 | 0 | 3 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 |
| INTRODUCTION to ECONOMICS I | 3 | 0 | 4 | 3 | 0 | 0 | 4 | 0 | 0 | 0 | 4 | 0 | 0 | 0 | 0 |
| INTRODUCTION to ECONOMICS II | 1 | 0 | 4 | 3 | 0 | 3 | 4 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 |
| INTRODUCTION to LAW | 4 | 0 | 2 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| INTRODUCTION to PROFESSIONAL LIFE | 1 | 0 | 3 | 2 | 0 | 0 | 0 | 0 | 4 | 0 | 5 | 0 | 0 | 0 | 0 |
| LABOR and SOCIAL SECURITY LEGISLATION | 0 | 0 | 3 | 3 | 0 | 2 | 5 | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 0 |
| MANAGEMENT ACCOUNTING | 2 | 0 | 4 | 2 | 0 | 1 | 1 | 1 | 0 | 0 | 2 | 0 | 0 | 0 | 0 |
| PROFESSIONAL EDUCATION I | 4 | 0 | 5 | 5 | 0 | 3 | 4 | 3 | 0 | 0 | 4 | 0 | 0 | 0 | 0 |
| PROFESSIONAL EDUCATION II | 4 | 0 | 5 | 5 | 0 | 3 | 4 | 3 | 0 | 0 | 4 | 0 | 0 | 0 | 0 |
| SECTORAL ACCOUNTING PRACTICES | 3 | 0 | 4 | 1 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| SOFTWARE PACKAGES I | 3 | 0 | 4 | 3 | 0 | 5 | 4 | 5 | 4 | 0 | 3 | 0 | 0 | 0 | 0 |
| SOFTWARE PACKAGES II | 4 | 0 | 3 | 3 | 0 | 5 | 5 | 5 | 3 | 0 | 4 | 0 | 0 | 0 | 0 |
| STATISTICS | 1 | 0 | 5 | 3 | 0 | 4 | 3 | 0 | 0 | 0 | 4 | 0 | 0 | 0 | 0 |
| TURKISH TAX SYSTEM | 1 | 0 | 4 | 3 | 0 | 4 | 4 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 |
| İlişkili Ders Sayısı / 32/34 | 84 | 98 | 78 | 2 | 75 | 93 | 36 | 30 | 4 | 77 | 4 | 5 | 4 | 5 |
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 |