Program Information
Program Information
Aim
The main purpose of the program is to train the manpower who can use and manage the opportunities that technology brings up and to prepare these people for academic life.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
The candidate who will apply to the program must have graduated with a bachelor's degree from four-year universities' engineering departments, especially informatics, computer, management and business administration. Must get at least 65 points in ALES conducted by the ÖSYM. The overall success grade of the candidates is calculated by taking 50% of the ALES score, 20% of the undergraduate graduation grade point average and 30% of the interview result. In order for the candidate to be accepted into the program, the overall success score must be at least 65.Graduation Requirements
Minimum 7 courses (60 ECTS and the Seminar course) and THESIS study for 60 ECTS. A minimum of 120 ECTS is required for graduation from the THESIS program.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 |
| İEVY1112885 | RESEARCH METHODS in SOCIAL SCIENCES | Turkish | 3 | 3 | 9 | |
| İEVY1112887 | APPLIED DATA MINING and BUSINESS INTELLIGENCE | Turkish | 3 | 3 | 9 | |
| İEVY1112883 | BUSINESS INFORMATICS | Turkish | 3 | 3 | 9 | |
| İEVY1112884 | PROGRAMMING for DATA ANALYTICS | Turkish | 3 | 3 | 9 | |
| İEVY1112886 | BIG DATA and SOCIAL NETWORK ANALYSIS | Turkish | 3 | 3 | 9 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| İEVY1212889 | APPLIED MACHINE LEARNING | Turkish | 3 | 3 | 9 | |
| İEVY1212895 | SEMINAR | Turkish | 3 | - | 7 | |
| İEVY1212888 | STATISTICAL DATA ANALYSIS and REPORTING | Turkish | 3 | 3 | 9 | |
| İEVY1212891 | IT PROJECTS MANAGEMENT | Turkish | 3 | 3 | 9 | |
| İEVY1212892 | APPLIED DEEP LEARNING | Turkish | 3 | 3 | 9 | |
| İEVY1212893 | QUANTITATIVE TECHNIQUES of DECISION MAKING | Turkish | 3 | 3 | 9 | |
| İEVY1212894 | APPLYING ROBOTIC PROCESS AUTOMATION | Turkish | 3 | 3 | 9 | |
Program Qualification
Theoretical, Factual
Defines the theoretical issues in the field of information and management.
Describes the necessary advanced mathematical and statistical methods in the field of information and management.
Explains the field-specific interdisciplinary interaction
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Develops and deepens up-to-date and advanced knowledge in the field of humanities based on master's qualifications at the level of original thought and research and expertise, conducts studies on this and creates original definitions and concepts that will bring innovation to the field. | - |
| 2- Understanding the interdisciplinary interaction that the field of humanities is related to, analyzing new and complex ideas, discussions and developments and reaching original results by using information that requires expertise in evaluation. | - |
| 3- Recognizing domestic and foreign sources of information in the relevant field in order to develop and deepen advanced theoretical and practical knowledge in the field of humanities. | - |
| 4- Evaluating, examining and using the developments and information in the field of humanities with a systematic approach. | - |
| SKILLS | |
| Cognitive, Practical | |
| 1- Developing a thought, method or application that brings innovation to the field of human sciences; applies a known thought, method and application to a different field in the field of human sciences. | - |
| 2- Investigating, understanding, designing, adapting and implementing an original subject. | - |
| 3- Analyzing, synthesizing and critically evaluating new and complex ideas in the field of human sciences. | - |
| 4- Using the research methods and techniques used in studies related to humanities at the highest level. | - |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Contributing to scientific studies in the relevant field by carrying out an original study, program and project independently. | - |
| 2- Expanding the boundaries of knowledge by making original studies on the field of humanities or by bringing new interpretations to existing studies. | - |
| 3- Making international and national publications related to its field. | - |
| 4- Leading in environments that require the resolution of original and interdisciplinary problems in the field of human sciences. | - |
| Learning Competence | |
| 1- Participating in national or international projects and/or develops new projects. | - |
| 2- Developing new thoughts, models, methods and practices related to the field by using high-level decision-making processes such as creative and critical thinking, problem solving, comparison, and planning in the field of human sciences. | - |
| Communication and Social Competence | |
| 1- Explaining advanced information in the field of humanities to the people under their responsibility through theoretical and practical studies. | - |
| 2- Examining and developing the norms and rules that guide the relations in the field of human sciences from a critical perspective and manages the actions to change them when necessary. | - |
| 3- While discussing the subjects in his/her field with experts in the field of humanities, he/she puts forward original opinions and establishes an effective communication showing his/her competence and interdisciplinary perspective in his/her field. | - |
| 4- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level. | - |
| 5- Using computer software required by the field of humanities uses information and communication technologies at an advanced level. | - |
| Field-based Competence | |
| 1- By introducing scientific, cultural and artistic developments in the field of human sciences, it contributes to the process of becoming and maintaining the information society of the society in which it lives. | - |
| 2- Making decisions at the highest level in solving the problems encountered in the field of humanities and establishing constructive and useful interaction with the relevant persons and institutions.. | - |
| 3- Contributing to the solution of scientific, cultural, artistic and ethical problems encountered in the field of humanities and supports the development of these values. | - |
Employment Opportunities
Graduates of this department may be employed at public or private institutions and firms as well as at universities for computer and IS related posts.Upgrading
Graduate students can apply to the doctorate program.Type of Training
Full TimeAssessment and Evaluation
Success in a course is determined by the course success grade. The course success grade is obtained by evaluating the student's midterm exams, studies that replace midterm exams, and the general exam together. The final grade point average must be at least 65, for all courses. After completing the course load, the student prepares his thesis in accordance with the thesis writing guide and defends it orally in front of the jury. The thesis is evaluated as successful (G+) or unsuccessful (G-).Head of Department/Program
Learning 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. |
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) |
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 |
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 |
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 |
Self Assessment Technique | Self-evaluation of the student's own learning product or performance is applied in terms of developing the student's reflective thinking skills. The results of self- evaluation are examined by the instructor. | Self-assessment form (can be used in the form of checklist rubric, grading scale) |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|---|
| APPLIED DATA MINING and BUSINESS INTELLIGENCE | 1 | 4 | 4 | 0 | 4 | 4 | 0 | 1 | 3 |
| APPLIED DEEP LEARNING | 1 | 4 | 4 | 0 | 2 | 4 | 1 | 1 | 1 |
| APPLIED MACHINE LEARNING | 1 | 0 | 5 | 0 | 0 | 2 | 1 | 1 | 3 |
| APPLYING ROBOTIC PROCESS AUTOMATION | 3 | 4 | 4 | 3 | 4 | 4 | 1 | 3 | 4 |
| BIG DATA and SOCIAL NETWORK ANALYSIS | 1 | 4 | 4 | 0 | 3 | 1 | 0 | 1 | 1 |
| BUSINESS INFORMATICS | 3 | 4 | 4 | 3 | 4 | 4 | 1 | 3 | 4 |
| IT PROJECTS MANAGEMENT | 3 | 4 | 4 | 3 | 4 | 4 | 1 | 3 | 4 |
| PROGRAMMING for DATA ANALYTICS | 3 | 4 | 4 | 3 | 4 | 4 | 1 | 3 | 4 |
| QUANTITATIVE TECHNIQUES of DECISION MAKING | 0 | 4 | 4 | 0 | 4 | 2 | 0 | 1 | 0 |
| RESEARCH METHODS in SOCIAL SCIENCES | 1 | 2 | 2 | 1 | 3 | 1 | 3 | 4 | 1 |
| SEMINAR | 1 | 1 | 2 | 1 | 1 | 1 | 4 | 2 | 2 |
| STATISTICAL DATA ANALYSIS and REPORTING | 4 | 2 | 3 | 4 | 4 | 4 | 4 | 4 | 4 |
| İlişkili Ders Sayısı / 12/12 | 22 | 37 | 44 | 18 | 37 | 35 | 17 | 27 | 31 |
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 |