Program Information

Program Bilgileri

Aim

The Department of Industrial Design aims to educate industrial designers who use innovative and experimental methods; who are aware of/responsive to the changing needs 1of humans, environments both at national an international scale; who know and practice the principles of user-centred design and sustainability; who combine latest developments in technology with professional practice.

Qualification Awarded

First Cycle (Bachelor'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 (YGS and LYS). 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 240 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.

COURSE LISTS
Fall Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
EUT1115308HISTORY of ART and DESIGNTurkish333
EUT1115873MATERIAL EXPERIENCE and PRODUCTION ITurkish2+12.54
EUT1115874BASIC DESIGN ITurkish4+678
EUT1115875VISUALISATION TECHNIQUES in DESIGNTurkish2+12.53
EUT1115876COMPUTER AIDED GRAPHICSTurkish2+12.54
EUT1115877INTRODUCTION to INDUSTRIAL DESIGN PROFESSIONTurkish222
EUT1115843MATH for DESIGNERSTurkish223
İNG1116179ENGLISH IEnglish222
TDL1110200TURKISH LANGUAGE ITurkish222
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
EUT1215874BASIC DESIGN ITurkish4+678
EUT1215311STRUCTURE/ MECHANICALTurkish4+256
EUT1215314TECHNICAL DRAWING and DIGITAL MODELINGTurkish2+12.54
EUT1215878MATERIALS EXPERIENCE and PRODUCTION IITurkish2+12.54
EUT1215879BASIC DESIGN IITurkish4+678
İNG1216178ENGLISH IIEnglish222
TDL1220000TURKISH LANGUAGE IITurkish222

Program Qualification

Field-based Competence

Convert knowledge acquired from various disciplines into original design through critical thinking and problem analysis.
Incorporate materials and production methods from various industrial sectors in design processes
Facilitates interdisciplinary teamwork that meets international standards.
Create commercial products that combine elements of craftsmanship, artistry, and design.


Learning Competence

Examine the evolving social, cultural, and economic aspects of design with a commitment to lifelong learning.
Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes.


Ability to work independently and take responsibility

Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods.
Ensure the acquisition and protection of intellectual and industrial property rights.


Communication and Social Competence

Showcase the design projects developed in the classes to the society using various exhibition methods.


Program Output TYYÇ Basic Area Matrix
Basic Area QualificationProgram Qualification
KNOWLEDGE
Theoretical, Factual

1- Having comprehensive, specialized, factual and conceptual knowledge on the basis of the competencies acquired in secondary education in the relevant fields and defines the boundaries of this knowledge.

12 - Examine the evolving social, cultural, and economic aspects of design with a commitment to lifelong learning.

1 - Convert knowledge acquired from various disciplines into original design through critical thinking and problem analysis.

7 - Interpret contemporary design theory and practice within the context of its historical, artistic, and cultural background.

4 - Utilize essential modeling, visual, and verbal presentation techniques throughout the design processes including the final stage.

3 - Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes.



9 - Ensure the acquisition and protection of intellectual and industrial property rights.

10 - Explain professional laws and regulations.

7 - Interpret contemporary design theory and practice within the context of its historical, artistic, and cultural background.



3 - Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes.

5 - Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods.



5 - Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods.



10 - Explain professional laws and regulations.

9 - Ensure the acquisition and protection of intellectual and industrial property rights.



3 - Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes.

5 - Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods.



7 - Interpret contemporary design theory and practice within the context of its historical, artistic, and cultural background.

SKILLS
Cognitive, Practical

1-Having the necessary logical, intuitive, creative and critical thinking skills and practical skills to develop creative solutions to concrete and abstract problems.

1 - Convert knowledge acquired from various disciplines into original design through critical thinking and problem analysis.

2-Having oral and written expression skills and visual/ graphic expression and modeling skills in conventional and numerical environments.

2 - Complete all design processes, including planning and execution, with creative outputs within set deadlines.

3 - Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes.



3 - Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes.

2 - Complete all design processes, including planning and execution, with creative outputs within set deadlines.



3 - Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes.



2 - Complete all design processes, including planning and execution, with creative outputs within set deadlines.

1 - Convert knowledge acquired from various disciplines into original design through critical thinking and problem analysis.



6 - Facilitates interdisciplinary teamwork that meets international standards.

11 - Incorporate materials and production methods from various industrial sectors in design processes

16 - Create commercial products that combine elements of craftsmanship, artistry, and design.

COMPETENCIES
Ability to work independently and take responsibility

1- Acting independently and taking responsibility in working and learning environments, preparing and executing a project.

16 - Create commercial products that combine elements of craftsmanship, artistry, and design.

1 - Convert knowledge acquired from various disciplines into original design through critical thinking and problem analysis.

2 - Complete all design processes, including planning and execution, with creative outputs within set deadlines.

4 - Utilize essential modeling, visual, and verbal presentation techniques throughout the design processes including the final stage.

2- Demonstrating creativity while developing projects.

6 - Facilitates interdisciplinary teamwork that meets international standards.

3 - Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes.

3- Taking responsibility as a team member to solve complex problems in learning environments.

6 - Facilitates interdisciplinary teamwork that meets international standards.

4 - Utilize essential modeling, visual, and verbal presentation techniques throughout the design processes including the final stage.

Learning Competence

1- Determining the necessary learning needs for further learning.

12 - Examine the evolving social, cultural, and economic aspects of design with a commitment to lifelong learning.

1 - Convert knowledge acquired from various disciplines into original design through critical thinking and problem analysis.

2- Thinking critically and actively (dialectically, critically, counter thesis and synthesis) on the nature, technical infrastructure and social, cultural and ideological context and effects of information (has the necessary learning skills for decision-making and knowledge-based, responsible action, comprehending, discussing options, producing synthesis on the available options, creates ideas.)

7 - Interpret contemporary design theory and practice within the context of its historical, artistic, and cultural background.

12 - Examine the evolving social, cultural, and economic aspects of design with a commitment to lifelong learning.

13 - Effectively utilize continually advancing technological tools in the design process.

3- Future-oriented, has the necessary motivation and learning skills for personal and professional development, making plans for this and implements them.

12 - Examine the evolving social, cultural, and economic aspects of design with a commitment to lifelong learning.

Communication and Social Competence

1- Presenting their ideas, project and solution suggestions based on quantitative and qualitative data and in a well-structured and consistent manner to their peers, consultants and potential users/employers.

5 - Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods.

14 - Convert abstract concepts into two- and three-dimensional design compositions, aligning with fundamental design and aesthetic principles.

2-Expressing an internalized, personal, comprehensive worldview.

15 - Showcase the design projects developed in the classes to the society using various exhibition methods.

3- Using a foreign language at least at the European Language Portfolio A2 General Level, he/she is monitoring the developments in his/her field and communicating with his/her colleagues; using language, symbols, texts interactively.

6 - Facilitates interdisciplinary teamwork that meets international standards.

4- At least European Computer Usage License required by the field interactively using computer software at Basic Level and information and communication technologies required by the field.

4 - Utilize essential modeling, visual, and verbal presentation techniques throughout the design processes including the final stage.

13 - Effectively utilize continually advancing technological tools in the design process.

Field-based Competence

1- Developing creative responses/solutions for abstract and concrete problems.

5 - Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods.

15 - Showcase the design projects developed in the classes to the society using various exhibition methods.

2- Collecting, evaluating and interpreting the data that will form the necessary basis for decision-making by considering the possible social and ethical consequences in the processes related to its field.

3 - Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes.

3- Judging based on the knowledge of relevant social, scientific and ethical problems.

5 - Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods.

1 - Convert knowledge acquired from various disciplines into original design through critical thinking and problem analysis.



5 - Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods.



5 - Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods.



7 - Interpret contemporary design theory and practice within the context of its historical, artistic, and cultural background.

12 - Examine the evolving social, cultural, and economic aspects of design with a commitment to lifelong learning.

Employment Opportunities

Graduates can work in public institutions, private sector, research institutes or universities.

Upgrading

Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.

Type of Training

Full Time

Assessment and Evaluation

The success status in a course is determined by the course success grade. This grade is calculated based on a combination of midterm exams (or assignments that can substitute for midterms), practical studies, group work, and other similar activities throughout the semester, along with the final exam. To pass a course, students must earn at least 50 points on the final exam. Overall, a minimum of 60 points or a success coefficient of 2.27 is required at the end of the semester to successfully complete the course.

Head of Department/Program

Head Of Department

Dr.Öğr.Üye. Fahrettin Ersin ALACA

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

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.

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

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

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

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

Course - Program Competencies Relations

Course12345678910111213141516
AA3223000000032020
ANALYSIS and PRESENTATION TECHNIQUES of LUX. BRANDS4332504445343045
AUTOMOTIVE DESIGN2232400000003044
BASIC DESIGN I3304030000020401
BASIC DESIGN II3505000000404555
BRANDING MANAGEMENT and ADVERTISEMENT in DESIGN3412221433000001
BUSINESS and MARKETING for DESIGNERS4545404000400003
CERAMIC PRODUCTS and DESIGN2501050040054455
CODING for DESIGNERS0000000000000445
COMPUTER AIDED GRAPHICS0004000000023000
COMPUTER AIDED MODELLING II0000000000004550
CONCEPT GENERATION4304244004033004
DESIGN and PRODUCTION WORKSHOP I4554352143055545
DESIGN and PRODUCTION WORKSHOP II5550044540040000
DESIGN THEORIES and RESEARCH METHODDS5423350005311000
DIGITAL GAME DESIGN4442500003033345
DIGITAL MODELLING for MANUFACTURING0000400000054253
EDUCATIONAL TOY DESIGN4444353003055003
ENGLISH I0000000022000022
ENGLISH II0000000022000022
GLASS DESIGN and PRODUCTION TECHNIQUES0000000000054300
GRADUATION PROJECT5535301200121442
HISTORY of ART and DESIGN0202104534300000
HISTORY of the TURKISH REPUBLIC II0000003120300000
HISTORY of the TURKISH REPUBLIC I0000003120300000
HUMAN FACTORS in DESIGN2332000000010010
INDU. YACHT BOAT and OTHER FLOA. PRODUCT DESIGN5553212004355454
INDUSTRIAL DESIGN STUDIO I5535451201224122
INDUSTRIAL DESIGN STUDIO II5535451201224122
INDUSTRIAL DESIGN STUDIO III5535451201224122
INDUSTRIAL DESIGN STUDIO IV5535451201224122
INDUSTRIAL DESIGN STUDIO V5535451201224122
INTERDISCIPLINARY STUDIO I4454441004230000
INTRODUCTION to INDUSTRIAL DESIGN PROFESSION1101004001040000
MATERIAL EXPERIENCE and PRODUCTION I2000030300400000
MATERIALS EXPERIENCE and PRODUCTION II0000300000433040
MATH for DESIGNERS2201100000001011
PACKAGING DESIGN and TECHNOLOGIES5453541423245324
PORTFOLIO DESIGN0024500322002300
PRODUCT ANALYSIS4543000004055440
PROFESSIONAL ENGLISH for INDUSTRIAL DESIGNERS0445004443044404
PROFESSIONAL EXPERIENCES3335005243032430
PROJECT MANAGEMENT in DESIGN3131000400030000
SEMIOLOGY in DESIGN0000004000040000
SKETCHING TECHNIQUES with DIGITAL TOOLS3034500003003055
STRUCTURE II/MECHATRONICS in INDUSTRIAL DESING5555550000055555
STRUCTURE/ MECHANICAL0040030000000000
TECHNICAL DRAWING and DIGITAL MODELING0004000000023000
TURKISH LANGUAGE I0000501100000000
TURKISH LANGUAGE II0000501100000000
USER EXPERIENCE and INTERFACE DESIGN5344424000000044
VISUALISATION TECHNIQUES in DESIGN0003000000000200
VISUALIZATION in DESIGN0000400300020004
İlişkili Ders Sayısı / 53/791281291011341098469614270491101107394100

Surveys for Students

Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeDon't Know/No IdeaChoose
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;

Numerical Data

Number of Students by years

Student Success

Graduate Success

Publication Date: 09/08/2022 - 13:00Last Update : 24/09/2026 - 17:54
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