Program Information
Program Information
Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English ProficiencyGraduation Requirements
Students who have successfully completed 120 ECTS by taking 7 technical courses , a graduate seminar, Scientific Research Techniques and Ethic course and a Thesis with the minimum GPA of 3.0 have a right to receive a diploma.Recognition of Prior Learning
Students can transfer certain number of courses that they have successful completed in their previous graduate school.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 |
| İESY1169490 | SCIENTIFIC RESEARCH TECHNIQUES and PUBLICATION ETHICS | English | 3 | 3 | 8 | |
| İESY1110626 | MS SEMINAR | English | - | 4 | ||
| İESY1110627 | INTRODUCTION to CLIMATE CHANGE | Turkish | 3 | 3 | 8 | |
| İESY1113039 | GEOTECHNİCAL ENGINEERING and RENEWABLE ENERGY | English | 3 | 3 | 8 | |
| İESY1114268 | SUSTAINABLE DEVELOPMENT and ENGINEERING | Turkish | 3 | 3 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| İESY1210643 | CLIMATE CHANGES and DOWNSCALING | English | 3 | 3 | 8 | |
| İESY1210648 | CLIMATE CHANGE and HEALTH | Turkish | 3 | 3 | 8 | |
| İESY1210651 | FUZZY LOGIC in ENGINEERING APPLICATIONS | English | 3 | 3 | 8 | |
| İESY1212056 | GREEN ENGINEERING | English | 3 | 3 | 8 | |
Program Qualification
Theoretical, Factual
Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications.
Conceive the interdisciplinary interaction which the field is related with.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Understanding and appying basic sciences, mathematics and engineering sciences at a high level. | - |
| 2-Having an in-depth and in-depth knowledge including the latest developments in the field of environmental protection. | - |
| 3-Reaching the latest information in a field and has a high level of competence in the methods and skills necessary to conduct research by understanding them. | - |
| 4- Conducting a comprehensive study that brings innovation to science or technology, developing a new scientific method or technological product/process, or applying a known method to a new field. | - |
| SKILLS | |
| Cognitive, Practical | |
| 1-Identifying and applying basic sciences, mathematics and engineering sciences at a high level. | - |
| 2- Having in-depth knowledge including the latest developments in his/her field. | - |
| 3- Perceiving, designing, implementing and concluding an original research process independently; manages this process. | - |
| 4- Contributing to the literature of science and technology by publishing the outputs of academic studies in reputable academic environments. | - |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Conducting a comprehensive study that brings innovation to science or technology, developing a new scientific method or technological product/process, or applying a known method to a new field. | - |
| 2- Evaluating scientific, technological, social and cultural developments and explaining them to society with scientific impartiality and ethical responsibility. | - |
| 3- Perceiving, designing, implementing and concluding an original research process independently; manages this process. | - |
| 4-Reaching the latest information in a field and has a high level of competence in the methods and skills necessary to conduct research by understanding them. | - |
| 5- Conducting a comprehensive study that brings innovation to science or technology, developing a new scientific method or technological product/process, or applying a known method to a new field. | - |
| 6- Contributing to the literature of science and technology by publishing the outputs of academic studies in reputable academic environments. | - |
| Learning Competence | |
| 1- Conducting critical analysis, synthesis and evaluation of ideas and developments in the field of expertise. | - |
| 2- Establishing effective written and verbal communication with those working in the field of expertise and wider scientific and social communities, establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at the General Level of European Language Portfolio C1. | - |
| 1- Evaluating scientific, technological, social and cultural developments and explaining them to society with scientific impartiality and ethical responsibility. | - |
| - | |
| Communication and Social Competence | |
| - | |
| - | |
| - | |
| - | |
| - | |
| - | |
| - | |
| - | |
| Field-based Competence | |
| - | |
| - | |
| - | |
| - | |
Employment Opportunities
The graduates will get the opportunity to work in the departments of research and development, industrial companies, design, testing, production, management, sales and consulting in the field of medical devices and technologies, and pharmaceutical industry. The graduates may also continue to their academic studies by registering a PhD program.Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
Successful completion of coursework and thesis.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. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
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 |
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. |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| CLIMATE CHANGES and DOWNSCALING | 3 | 4 | 3 | 2 | 1 | 4 | 3 | 2 | 0 | 3 |
| FUZZY LOGIC in ENGINEERING APPLICATIONS | 5 | 4 | 2 | 2 | 4 | 4 | 5 | 2 | 3 | 4 |
| GREEN ENGINEERING | 3 | 2 | 0 | 2 | 5 | 3 | 4 | 3 | 0 | 3 |
| INTRODUCTION to CLIMATE CHANGE | 3 | 2 | 3 | 4 | 2 | 3 | 4 | 4 | 0 | 3 |
| MS SEMINAR | 4 | 2 | 2 | 2 | 3 | 0 | 5 | 5 | 0 | 3 |
| SCIENTIFIC RESEARCH TECHNIQUES and PUBLICATION ETHICS | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 1 | 5 |
| İlişkili Ders Sayısı / 6/9 | 19 | 14 | 10 | 12 | 15 | 14 | 22 | 18 | 4 | 21 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |