Program Information
Aim
The Banking and Insurance program aims to equip students with the knowledge and skills necessary for understanding the financial services sector and building a successful career in this field. The program combines theoretical knowledge with practical experience to help students adapt to current and future challenges in the industry. Its main objectives include conveying the fundamental concepts of banking and insurance, integrating theory with practice to enhance understanding of industry operations, developing students' communication, leadership, and teamwork skills, preparing graduates for various positions in the sector, ensuring familiarity with current trends, technological advancements, and regulations, fostering awareness of ethical standards and legal frameworks, providing workplace experience through professional training, enhancing problem-solving and analytical thinking abilities, encouraging lifelong learning and adaptability, and promoting the contribution of financial services to sustainable development.Qualification Awarded
Short Cycle (Associate's Degree)Registration and Admission Requirements
In order to be admitted to this program, it is necessary to have completed a high school or equivalent education and to have a diploma. Students are admitted to the program according to the TYT score type and the principles determined by the Higher Education Council. Foreign students are accepted according to the success criteria determined by the Senate.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 |
| BNK1127830 | INTRODUCTION to BANKING | Turkish | 3 | 3 | 5 | |
| BNK1132570 | PRINCIPLES of INSURANCE | Turkish | 2 | 2 | 3 | |
| BNK1127950 | FUNDAMENTALS of FINANCE | Turkish | 3 | 3 | 5 | |
| BNK1127620 | GENERAL ACCOUNTING | Turkish | 3 | 3 | 4 | |
| BNK1127630 | GENERAL BUSINESS | Turkish | 3 | 3 | 5 | |
| BNK1127660 | INTRODUCTION to ECONOMICS I | Turkish | 2 | 2 | 4 | |
| BNK1127670 | BASIC MATHEMATICS | Turkish | 3 | 3 | 4 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| BNK1211800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
| BNK1213586 | FINANCIAL SERVICES MARKETING | Turkish | 2 | 2 | 2 | |
| BNK1227840 | BASIC BANKING OPERATIONS | Turkish | 3 | 3 | 5 | |
| BNK1232650 | LIFE and NON-LIFE INSURANCE | Turkish | 2 | 2 | 3 | |
| BNK1248050 | CREDIT ANALYSIS and DEBT MANAGEMENT | Turkish | 3 | 3 | 5 | |
| BNK1229840 | STATISTICS | Turkish | 3 | 3 | 5 | |
| BNK1227720 | INTRODUCTION to ECONOMICS II | Turkish | 2 | 2 | 4 | |
| BNK1227510 | INTRODUCTION to LAW | Turkish | 2 | 2 | 4 | |
Program Qualification
Theoretical, Factual
Explains the concepts of banking and insurance, the relevant legislation, and recognizes the organizations that guide the sector.
Performs basic-level activities in banking and insurance, communicates effectively, and utilizes digital tools.
Possesses fundamental, up-to-date, and practical knowledge related to their profession.
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 | |
|
1- Having basic knowledge in the field.
|
1 - Explains the concepts of banking and insurance, the relevant legislation, and recognizes the organizations that guide the sector. 2 - Performs basic-level activities in banking and insurance, communicates effectively, and utilizes digital tools. 3 - Possesses fundamental, up-to-date, and practical knowledge related to their profession. |
| SKILLS | |
| Cognitive, Practical | |
|
1-Ability to use the information he/she has acquired in the field of management and management in his/her decisions, practices and behaviors.
|
16 - Interprets fundamental data related to banking and insurance, identifies risks, defines problems, and proposes solutions. 17 - Possesses social, scientific, cultural, and ethical values in the collection, implementation, and dissemination of data related to their field. 10 - Follows current developments and practices in banking and insurance and uses them effectively. |
|
2- Ability to analyze, interpret and evaluate information related to the field.
|
2 - Performs basic-level activities in banking and insurance, communicates effectively, and utilizes digital tools. 5 - Explains and issues policies for property, service, and life insurance. 3 - Possesses fundamental, up-to-date, and practical knowledge related to their profession. 10 - Follows current developments and practices in banking and insurance and uses them effectively. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
|
1- Fulfilling the duties and responsibilities assigned to it.
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15 - Uses a foreign language to follow information in their field and communicate with colleagues. 13 - Has awareness of career management and lifelong learning. 12 - Has the ability to independently evaluate professional problems and issues with an analytical and critical approach and propose solutions. |
|
2- Taking responsibility as a team member for problems encountered or unpredictable in practice.
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15 - Uses a foreign language to follow information in their field and communicate with colleagues. 12 - Has the ability to independently evaluate professional problems and issues with an analytical and critical approach and propose solutions. |
| Learning Competence | |
|
1- Critically evaluating the knowledge and skills acquired.
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16 - Interprets fundamental data related to banking and insurance, identifies risks, defines problems, and proposes solutions. 18 - Takes responsibility as a team member to solve complex and unforeseen problems encountered in practices related to their field. |
|
2- Demonstrating an understanding of the continuity of the learning requirement.
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13 - Has awareness of career management and lifelong learning.
|
|
3- Being open to participation in programs for learning needs.
|
17 - Possesses social, scientific, cultural, and ethical values in the collection, implementation, and dissemination of data related to their field. 16 - Interprets fundamental data related to banking and insurance, identifies risks, defines problems, and proposes solutions. 14 - Effectively presents their thoughts at the level of knowledge and skills through written and verbal communication and expresses them clearly. 13 - Has awareness of career management and lifelong learning. |
| Communication and Social Competence | |
|
1-Transmitting his/her thoughts and suggestions at the level of knowledge and skills he/she has acquired about his/her field to the relevant persons in writing and verbally.
|
17 - Possesses social, scientific, cultural, and ethical values in the collection, implementation, and dissemination of data related to their field. 16 - Interprets fundamental data related to banking and insurance, identifies risks, defines problems, and proposes solutions. 14 - Effectively presents their thoughts at the level of knowledge and skills through written and verbal communication and expresses them clearly. |
|
2-Being prone to help his/her colleagues.
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14 - Effectively presents their thoughts at the level of knowledge and skills through written and verbal communication and expresses them clearly. 17 - Possesses social, scientific, cultural, and ethical values in the collection, implementation, and dissemination of data related to their field. |
|
3- The European Language Portfolio has foreign language knowledge at the A2 General Level (at least enough to follow the information in its field and to communicate with its colleagues).
|
3 - Possesses fundamental, up-to-date, and practical knowledge related to their profession.
|
|
4- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.
|
2 - Performs basic-level activities in banking and insurance, communicates effectively, and utilizes digital tools. 7 - Students identify and define transaction types in the banking and insurance sector. 13 - Has awareness of career management and lifelong learning. |
| Field-based Competence | |
|
1-The organization/organization acting in accordance with business and social ethical values.
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17 - Possesses social, scientific, cultural, and ethical values in the collection, implementation, and dissemination of data related to their field.
|
|
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.
|
15 - Uses a foreign language to follow information in their field and communicate with colleagues. 13 - Has awareness of career management and lifelong learning. |
|
3- Being open to change and innovation.
|
18 - Takes responsibility as a team member to solve complex and unforeseen problems encountered in practices related to their field. 13 - Has awareness of career management and lifelong learning. 12 - Has the ability to independently evaluate professional problems and issues with an analytical and critical approach and propose solutions. |
Employment Opportunities
Graduates of the Banking and Insurance associate degree program can be employed in various institutions such as banks, insurance companies, financial consulting firms, financial institutions, auditing firms, public institutions and regulators, educational institutions, and financial technology companies. These program graduates have opportunities to work as intermediate element in various fields such as customer service, risk management, financial analysis, auditing, and consulting.Upgrading
According to the DGS result, they can switch over to the 4 year sections related to their field.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
Head Of Department
Dr.Öğr.Üye. İrfan ERSİNProgramme Director
Dr.Öğr.Üye. İrfan ERSİNLearning 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 |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| BANKING and INSURANCE LAW | 2 | 1 | 0 | 0 | 5 | 1 | 0 | 0 | 2 | 0 | 3 | 0 | 2 | 1 | 1 | 3 | 5 | 2 |
| BANKING PRODUCTS and SERVICES | 4 | 5 | 4 | 0 | 4 | 5 | 5 | 4 | 5 | 0 | 4 | 0 | 4 | 4 | 5 | 4 | 5 | 5 |
| BASIC BANKING OPERATIONS | 5 | 5 | 2 | 0 | 3 | 1 | 0 | 0 | 1 | 0 | 4 | 0 | 5 | 5 | 0 | 5 | 1 | 1 |
| BASIC MATHEMATICS | 3 | 3 | 4 | 0 | 4 | 4 | 3 | 4 | 4 | 0 | 4 | 0 | 4 | 4 | 4 | 4 | 4 | 4 |
| CAPITAL MARKETS and INVESTMENT ANALYSIS | 3 | 4 | 3 | 0 | 5 | 4 | 3 | 4 | 4 | 0 | 5 | 0 | 3 | 4 | 5 | 4 | 4 | 5 |
| COMMERCIAL LAW | 4 | 1 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 1 | 2 | 0 | 1 | 3 | 1 |
| CREDIT ANALYSIS and DEBT MANAGEMENT | 3 | 2 | 3 | 0 | 2 | 3 | 3 | 3 | 3 | 0 | 2 | 0 | 3 | 3 | 2 | 3 | 3 | 3 |
| DAMAGE and RISK MANAGEMENT | 3 | 5 | 0 | 0 | 3 | 2 | 1 | 2 | 5 | 0 | 3 | 0 | 2 | 4 | 0 | 5 | 1 | 2 |
| ENGLISH I | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 |
| ENGLISH II | 1 | 1 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 1 | 1 | 0 |
| ENTERPRENEURSHIP and INNOVATION MANAGEMENT | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 2 | 1 | 1 | 1 | 1 | 0 |
| FINANCIAL SERVICES MARKETING | 2 | 3 | 2 | 0 | 2 | 3 | 0 | 1 | 1 | 0 | 2 | 0 | 3 | 4 | 1 | 4 | 2 | 5 |
| FUNDAMENTALS of FINANCE | 4 | 4 | 4 | 0 | 1 | 5 | 0 | 3 | 3 | 0 | 1 | 0 | 3 | 4 | 0 | 2 | 1 | 1 |
| GENERAL ACCOUNTING | 2 | 2 | 2 | 0 | 4 | 4 | 5 | 2 | 2 | 0 | 3 | 1 | 3 | 1 | 3 | 2 | 4 | 3 |
| GENERAL BUSINESS | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 3 | 4 | 3 | 0 | 3 | 0 |
| HISTORY of the TURKISH REPUBLIC II | 1 | 1 | 2 | 0 | 2 | 2 | 1 | 1 | 1 | 0 | 2 | 0 | 2 | 1 | 1 | 1 | 2 | 2 |
| HISTORY of the TURKISH REPUBLIC I | 1 | 1 | 2 | 0 | 2 | 2 | 1 | 1 | 1 | 0 | 2 | 0 | 2 | 1 | 1 | 1 | 2 | 2 |
| IMPORT and EXPORT OPERATIONS | 3 | 2 | 5 | 0 | 1 | 0 | 1 | 3 | 1 | 0 | 3 | 0 | 1 | 2 | 0 | 3 | 1 | 0 |
| INFORMATION TECHNOLOGIES and TOOLS I | 1 | 2 | 0 | 0 | 3 | 3 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 3 | 0 | 0 | 0 |
| INSURANCE APPLICATIONS | 4 | 5 | 4 | 0 | 5 | 5 | 4 | 5 | 4 | 0 | 4 | 0 | 5 | 4 | 4 | 5 | 5 | 5 |
| INTERNATIONAL BANKING | 4 | 4 | 5 | 0 | 1 | 2 | 1 | 1 | 3 | 0 | 1 | 0 | 0 | 1 | 0 | 2 | 1 | 2 |
| INTRODUCTION to BANK ACCOUNTING | 3 | 3 | 2 | 0 | 1 | 1 | 5 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 3 | 1 | 2 |
| INTRODUCTION to BANKING | 4 | 5 | 4 | 0 | 5 | 4 | 4 | 5 | 4 | 0 | 5 | 0 | 4 | 5 | 4 | 5 | 5 | 5 |
| INTRODUCTION to ECONOMICS I | 2 | 4 | 1 | 0 | 0 | 3 | 0 | 2 | 3 | 0 | 2 | 0 | 1 | 4 | 1 | 5 | 1 | 4 |
| INTRODUCTION to ECONOMICS II | 3 | 3 | 4 | 0 | 0 | 3 | 0 | 1 | 2 | 0 | 1 | 0 | 1 | 3 | 0 | 3 | 0 | 4 |
| INTRODUCTION to LAW | 2 | 1 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 2 | 0 | 1 | 0 | 1 |
| LIFE and NON-LIFE INSURANCE | 2 | 2 | 2 | 0 | 2 | 3 | 2 | 2 | 1 | 0 | 3 | 0 | 2 | 2 | 2 | 2 | 3 | 2 |
| MARKETING PRINCIPLES | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 3 | 0 | 0 | 4 | 0 |
| PARTICIPATION BANK | 4 | 5 | 4 | 0 | 5 | 4 | 4 | 5 | 4 | 0 | 5 | 0 | 4 | 5 | 4 | 5 | 4 | 5 |
| PRINCIPLES of INSURANCE | 4 | 2 | 1 | 0 | 3 | 0 | 1 | 2 | 3 | 0 | 3 | 0 | 1 | 2 | 1 | 4 | 2 | 4 |
| PROFESSIONAL EDUCATION I | 5 | 5 | 4 | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 5 | 1 | 3 | 3 | 2 | 4 | 4 | 4 |
| PROFESSIONAL EDUCATION II | 4 | 3 | 4 | 0 | 4 | 3 | 3 | 5 | 3 | 4 | 4 | 2 | 4 | 4 | 3 | 5 | 4 | 4 |
| RISK MANAGEMENT in BANKING | 5 | 5 | 4 | 0 | 5 | 4 | 5 | 4 | 5 | 0 | 5 | 0 | 4 | 5 | 5 | 5 | 4 | 5 |
| STATISTICS | 3 | 3 | 3 | 0 | 4 | 5 | 5 | 5 | 4 | 0 | 4 | 0 | 4 | 5 | 4 | 4 | 4 | 4 |
| TURKISH ECONOMY | 2 | 4 | 2 | 0 | 0 | 3 | 0 | 2 | 3 | 0 | 3 | 0 | 1 | 2 | 0 | 4 | 0 | 3 |
| TURKISH LANGUAGE I | 3 | 2 | 2 | 0 | 2 | 2 | 2 | 2 | 2 | 0 | 3 | 0 | 2 | 1 | 3 | 2 | 2 | 2 |
| TURKISH LANGUAGE II | 3 | 3 | 3 | 0 | 3 | 2 | 2 | 2 | 3 | 0 | 3 | 0 | 3 | 3 | 3 | 3 | 3 | 2 |
| İlişkili Ders Sayısı / 37/37 | 101 | 108 | 86 | 3 | 91 | 87 | 64 | 77 | 86 | 7 | 98 | 4 | 90 | 99 | 67 | 106 | 91 | 94 |
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 |