Program Bilgileri
Aim
The aim of the program is to is to educate innovative, knowledgeable and competent scientists. The graduates will be individuals who contribute to national and international policies related to the field of Language and Speech Therapy. They will have the characteristics of an international-level scientist with regard to teaching, research and clinical practice. They will be scholars who can plan and carry out an original research independently, present the new information gained from their studies to the service of the society and science.Qualification Awarded
Third Cycle (Doctorate Degree)Registration and Admission Requirements
Having an MA degree in Speech and Language Therapy or Audiology and Speech Disorders or an equivalent international degree. Receiving the required points in Academic Personnel and Graduate Education Exam (ALES) and an exam for Exam for Language Proficiency in English.Graduation Requirements
Students who complete required courses earning a minimum of 240 ECTS credits, who pass the PhD qualifying exam and successfully defend their PhD thesis have a right to receive a diplomaRecognition of Prior Learning
Holding an MA degree fulfilling the field-specific admission requirementsLesson 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 |
| DKTD1158330 | ADVANCED CLINICS in SPEECH and LANGUAGE THERAPY I | Turkish | 0+6 | 3 | 8 | |
| DKTD1158350 | SEMINAR I | Turkish | - | 6 | ||
| DKTD1158360 | ADVANCED RESEARCH in CLINICAL VOICE DISORDERS | Turkish | 3 | 3 | 8 | |
| DKTD1158370 | ADVANCED RESEARCH in REZONANCE DISORDERS | Turkish | 3 | 3 | 8 | |
| DKTD1158380 | ADVANCED RESEARCH in DYSPHAGIA | Turkish | 3 | 3 | 8 | |
| DKTD1158390 | RESEARCH in COGN. NEUROSCIENCE and NEURO. | Turkish | 3 | 3 | 8 | |
| DKTD1167770 | ADVANCED SINGLE SUB. STUDIES in SPEECH and LANG. THE. | Turkish | 3 | 3 | 8 | |
| DKTD1158450 | ADVANCED RESEARCH in FLUENCY DISORDERS | Turkish | 3 | 3 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| DKTD1258410 | ADVANCED CLINICS in SPEECH and LANGUAGE THERAPY I | Turkish | 0+6 | 3 | 8 | |
| DKTD1258430 | SEMINAR II | Turkish | - | 6 | ||
| DKTD1214048 | ADVANCED RESEARCH METHODS | Turkish | 3 | 3 | 8 | |
| DKTD1213747 | RESEARCH BASED CRITICAL THINKING and PROBLEM-SOLVING in SPEECH and LANGUAGE THERAPY | Turkish | 3 | 3 | 8 | |
| DKTD1258440 | ADVANCED RESEARCH in NEUROGENIC LANGUAGE, COGNITIVE-COMMUNICATION and SPEECH DISORDERS | Turkish | 3 | 3 | 8 | |
| DKTD1258450 | ADVANCED RESEARCH in FLUENCY DISORDERS | Turkish | 3 | 3 | 8 | |
| DKTD1258460 | MANAGEMENT of INDIVIDUALS with HEAD and NECK CANCER : ADVANCED MULTIDISCIPLINARY RESEARCH | Turkish | 3 | 3 | 8 | |
| DKTD1258470 | ADVANCED RESEARCH in CHIL. SPEECH and LANGUAGE DISORDERS | Turkish | 3 | 3 | 8 | |
| DKTD1214021 | FURTHER TOPICS in SCIENTIFIC RES. PRO. PREPARATION | Turkish | 2 | 2 | 6 | |
Program Qualification
Field-based Competence
Has a comprehensive grasp of the interaction of speech and language therapy with other related disciplines and to be able to have interdisciplinary collaborations.
Acts in accordance with universal ethical principles specific to the profession in his research and clinical practices in the field of speech and language therapy.
Ability to work independently and take responsibility
Designs and executes research, interprets research results using appropriate statistical methods, reports and presents results in scientific publications or meetings.
Communication and Social Competence
Creates awareness at individual, familial and public levels on education, preventive and therapheutic approaches and contributes to public health and and the formation of health policies.
Learning Competence
Has the ability to follow scientific developments in field of Speech and Language Therapy, and to use the systematic and comprehensive knowledge gained in several fields of speech and language therapy in their professional and academic work.
Effectively uses the up-to-date knowledge and skills they gained on the sub-field of SLT area.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Developing, deepening and reaching original definitions that will bring innovation to the field with original thought and/or research based on qualifications. | 5 - Has the ability to research and understand an innovative topic related to speech and language therapy and design and carry out an original research project. 1 - Knows the theoretical and clinical scientific knowledge for assessment and rehabilitation techniques specific to the field of Speech and Language Therapy. 4 - Has the ability to follow scientific developments in field of Speech and Language Therapy, and to use the systematic and comprehensive knowledge gained in several fields of speech and language therapy in their professional and academic work. |
| 2- Understanding the interdisciplinary interaction to which the field is related; reaches original results by using new and complex ideas, information that requires expertise in analysis, synthesis and evaluation. | 4 - Has the ability to follow scientific developments in field of Speech and Language Therapy, and to use the systematic and comprehensive knowledge gained in several fields of speech and language therapy in their professional and academic work. 6 - Has a comprehensive grasp of the interaction of speech and language therapy with other related disciplines and to be able to have interdisciplinary collaborations. |
| 3- Having advanced knowledge about other technological tools including computers and devices specific to the field at the level required by the health field. | 9 - Effectively uses the up-to-date knowledge and skills they gained on the sub-field of SLT area. |
| 4- Knows the importance of ethical principles and ethical committees for individuals and society. | 9 - Acts in accordance with universal ethical principles specific to the profession in his research and clinical practices in the field of speech and language therapy. |
| 5- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health. | 8 - Designs and executes research, interprets research results using appropriate statistical methods, reports and presents results in scientific publications or meetings. |
| SKILLS | |
| Cognitive, Practical | |
| 1- Evaluating, using and conveying new information in its field with a systematic approach. | 2 - Has the ability to analyse and synthesize new and complex ideas about the field of speech and language therapy and draw unique conclusions regarding the field. 4 - Has the ability to follow scientific developments in field of Speech and Language Therapy, and to use the systematic and comprehensive knowledge gained in several fields of speech and language therapy in their professional and academic work. |
| 2- Developing a new thought, method, design and/or application that brings innovation to its field or applying a known thought, method, design and/or application to a different field, investigates, understands, designs, adapts and implements an original subject. | 4 - Has the ability to follow scientific developments in field of Speech and Language Therapy, and to use the systematic and comprehensive knowledge gained in several fields of speech and language therapy in their professional and academic work. 2 - Has the ability to analyse and synthesize new and complex ideas about the field of speech and language therapy and draw unique conclusions regarding the field. |
| 3-Being able to write the report of the research he/she has done/participated in and publishes it in a nationally/internationally accepted refereed journal and presents it in scientific meetings. | 8 - Designs and executes research, interprets research results using appropriate statistical methods, reports and presents results in scientific publications or meetings. |
| 4- Conducting critical analysis, synthesis and evaluation of new and complex thoughts. | 2 - Has the ability to analyse and synthesize new and complex ideas about the field of speech and language therapy and draw unique conclusions regarding the field. |
| 5-Having high level skills in using research methods in studies related to his/her field. | 8 - Designs and executes research, interprets research results using appropriate statistical methods, reports and presents results in scientific publications or meetings. |
| 6- Performing the necessary examination by using other technological tools and devices specific to the field at the level required by the field of health, including computers, and develops new creative solutions to problems. | 1 - Knows the theoretical and clinical scientific knowledge for assessment and rehabilitation techniques specific to the field of Speech and Language Therapy. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Contributing to the progress in the field by independently carrying out an original study that brings innovation to the field, developing a new thought, method, design and/or application or applying a known thought, method, design and/or application to a different field. | 2 - Has the ability to analyse and synthesize new and complex ideas about the field of speech and language therapy and draw unique conclusions regarding the field. 4 - Has the ability to follow scientific developments in field of Speech and Language Therapy, and to use the systematic and comprehensive knowledge gained in several fields of speech and language therapy in their professional and academic work. |
| 2- Performing statistical analysis at a level that can evaluate a scientific article. | 8 - Designs and executes research, interprets research results using appropriate statistical methods, reports and presents results in scientific publications or meetings. |
| 3- Expanding the boundaries of knowledge in the field by publishing at least one scientific article about the field in national and/or international refereed journals. | 8 - Designs and executes research, interprets research results using appropriate statistical methods, reports and presents results in scientific publications or meetings. |
| 4- Leading in environments that are related to the field and require resolution of interdisciplinary problems. | 6 - Has a comprehensive grasp of the interaction of speech and language therapy with other related disciplines and to be able to have interdisciplinary collaborations. 9 - Effectively uses the up-to-date knowledge and skills they gained on the sub-field of SLT area. |
| Learning Competence | |
| 1- Developing new thoughts and methods related to the field by using high-level mental processes such as creative and critical thinking, problem solving and decision making. | 5 - Has the ability to research and understand an innovative topic related to speech and language therapy and design and carry out an original research project. |
| 2- Following evidence-based practices and conducts researches that will create evidence in his/her field about professional practices. | 4 - Has the ability to follow scientific developments in field of Speech and Language Therapy, and to use the systematic and comprehensive knowledge gained in several fields of speech and language therapy in their professional and academic work. |
| 3- Applying the principles of advanced professional development and lifelong learning related to the field of health in his/her studies. | 9 - Effectively uses the up-to-date knowledge and skills they gained on the sub-field of SLT area. |
| Communication and Social Competence | |
| 1- Examining and developing social relations and the norms that guide these relationships from a critical perspective and manages actions to change them when necessary. | - |
| 2- Defending their original views in the discussion of the subjects in their field with experts and establishes an effective communication showing their competence in his/her field. | - |
| 3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level. | - |
| Field-based Competence | |
| 1- Contributing to the process of becoming and maintaining the information society of the society in which it lives by introducing scientific, technological, social or cultural advances in its field. | 7 - Creates awareness at individual, familial and public levels on education, preventive and therapheutic approaches and contributes to public health and and the formation of health policies. |
| 2- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field. | 9 - Effectively uses the up-to-date knowledge and skills they gained on the sub-field of SLT area. |
| 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. | 9 - Acts in accordance with universal ethical principles specific to the profession in his research and clinical practices in the field of speech and language therapy. |
| 6-Having experience in working with other health disciplines. | 6 - Has a comprehensive grasp of the interaction of speech and language therapy with other related disciplines and to be able to have interdisciplinary collaborations. |
| 5- Choosing and implementing the right statistical methods in his/her studies in the field of health and interprets them correctly. Performing analysis and synthesis. | 8 - Designs and executes research, interprets research results using appropriate statistical methods, reports and presents results in scientific publications or meetings. |
| 6- Using current developments and information related to the field of health for the benefit of the society in line with the children, family, national values and country facts. | 4 - Has the ability to follow scientific developments in field of Speech and Language Therapy, and to use the systematic and comprehensive knowledge gained in several fields of speech and language therapy in their professional and academic work. 7 - Creates awareness at individual, familial and public levels on education, preventive and therapheutic approaches and contributes to public health and and the formation of health policies. |
Employment Opportunities
The SLT PhD graduates can be employed as members of faculty in the universities. They can also work at public and private institutions including hospitals, special education and rehabilitation centers and private speech and language therapy clinics.Upgrading
Type of Training
Full TimeAssessment and Evaluation
The course success is evaluated through written or oral exams or through in-class presentations, projects and/or written papers and reports. The minimum passing grade for the PhD program is 75. The midterm grade makes up 50% and the final exam grade makes up %50 of the total grade.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. |
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) |
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 |
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 |
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 |
Self-regulated learning | Students organize their behavior according to their interests, curiosities, goals, objectives, in-depth research and investigation, extensive reading, listening and watching, repeating a performance | Cognitive strategies, models and techniques |
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 |
Short Answer Exam | ||
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 |
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 |
Group Assessment Technique | In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade. | Group evaluation form (can be used in contor list rubric, grading scale form) |
Objective Structured Clinical Exam | It is a performance-based application designed to measure students' higher- order thinking skills. It aims to assess students' application and problem-solving skills. | Can use the checklist in rubric, rating scale form |
Clinical Oriented Reasoning Examination | ||
Mini-Clinical Evaluation Exercise | It is an observation-based performance assessment exam. It is applied to evaluate students' clinical skills, practical application skills and patient care skills. | Can use the checklist in rubric, rating scale form |
Simulation-Based Evaluation | It is the evaluation of different clinical situations with a simulation or a model. | Can use the checklist in rubric, rating scale form |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|---|
| ACADEMIC WRITING and MANAGEMENT of PROJECTS | 2 | 4 | 1 | 4 | 4 | 3 | 2 | 4 | 4 |
| ADVANCED CLINICS in SPEECH and LANGUAGE THERAPY I | 4 | 2 | 2 | 4 | 2 | 3 | 2 | 4 | 4 |
| ADVANCED CLINICS in SPEECH and LANGUAGE THERAPY III | 4 | 5 | 2 | 3 | 4 | 4 | 2 | 4 | 5 |
| ADVANCED CLINICS in SPEECH and LANGUAGE THERAPY IV | 2 | 4 | 3 | 3 | 4 | 3 | 2 | 3 | 4 |
| ADVANCED RESEARCH in CHIL. SPEECH and LANGUAGE DISORDERS | 4 | 3 | 3 | 3 | 3 | 4 | 3 | 3 | 3 |
| ADVANCED RESEARCH in CLINICAL VOICE DISORDERS | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 2 |
| ADVANCED RESEARCH in DYSPHAGIA | 4 | 4 | 3 | 3 | 4 | 4 | 2 | 4 | 4 |
| ADVANCED RESEARCH in FLUENCY DISORDERS | 1 | 1 | 1 | 2 | 3 | 1 | 2 | 4 | 3 |
| ADVANCED RESEARCH in NEUROGENIC LANGUAGE, COGNITIVE-COMMUNICATION and SPEECH DISORDERS | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 |
| ADVANCED RESEARCH in REZONANCE DISORDERS | 4 | 3 | 2 | 2 | 4 | 4 | 2 | 2 | 3 |
| ADVANCED SINGLE SUB. STUDIES in SPEECH and LANG. THE. | 3 | 4 | 3 | 4 | 4 | 3 | 3 | 5 | 3 |
| FURTHER TOPICS in SCIENTIFIC RES. PRO. PREPARATION | 2 | 4 | 1 | 4 | 4 | 3 | 2 | 4 | 1 |
| MANAGEMENT of INDIVIDUALS with HEAD and NECK CANCER : ADVANCED MULTIDISCIPLINARY RESEARCH | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 4 | 4 |
| PREPARATION for DOCTORATE PROFICIENCY EXAM | 4 | 4 | 1 | 4 | 3 | 1 | 1 | 3 | 2 |
| RESEARCH BASED CRITICAL THINKING and PROBLEM-SOLVING in SPEECH and LANGUAGE THERAPY | 3 | 4 | 2 | 3 | 4 | 2 | 2 | 4 | 2 |
| RESEARCH in COGN. NEUROSCIENCE and NEURO. | 2 | 4 | 3 | 4 | 4 | 4 | 3 | 4 | 4 |
| SEMINAR I | 4 | 3 | 3 | 2 | 4 | 3 | 1 | 4 | 4 |
| SEMINAR II | 4 | 3 | 3 | 2 | 4 | 3 | 1 | 4 | 3 |
| SEMINAR III | 4 | 5 | 2 | 4 | 4 | 2 | 0 | 4 | 3 |
| İlişkili Ders Sayısı / 19/22 | 62 | 68 | 43 | 62 | 70 | 59 | 37 | 69 | 124 |
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; |