Program Information
Aim
Istanbul Medipol University Department of Political Science and International Relations aims to teach the fundamental concepts, theories, principles, methods, and approaches of international relations, political science, foreign policy, governance, political systems, and actors. It aims to improve students’ knowledge to understand the problems in these fields and develop their skills to resolve them.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
Students must have earned a high school or an equivalent diploma and sufficient score on nation-wide Higher Education Institutions Exam (YKS). 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.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| INT1145960 | FUNDAMENTALS of LAW | English | 3 | 3 | 5 | |
| INT1145970 | ADVANCED ENGLISH | English | 4 | 4 | 4 | |
| INT1172090 | INTRODUCTION to POLITICAL SCIENCE | English | 3 | 3 | 5 | |
| INT1172110 | PROFESSIONAL, SOCIAL and COMMUNICATION SKILLS | English | 2 | 2 | 2 | |
| INT1148670 | MICROECONOMICS | English | 3 | 3 | 5 | |
| INT1123560 | INTRODUCTION to SOCIOLOGY | English | 3 | 3 | 5 | |
| ATA1110300 | HISTORY of the TURKISH REPUBLIC I | English | 2 | 2 | 2 | |
| TDL1110400 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| INT1213304 | ACADE. READING and WRITING in INTER. RELATIONS | English | 3 | 3 | 3 | |
| INT1222740 | INTRODUCTION to INTERNATIONAL RELATIONS | English | 3 | 3 | 5 | |
| INT1213305 | OTTOMAN DIPLOMATIC HISTORY | English | 3 | 3 | 4 | |
| INT1242380 | CONSTITUTIONAL LAW | English | 3 | 3 | 5 | |
| INT1210664 | MACROECONOMICS | English | 3 | 3 | 5 | |
| INT1212715 | MATHEMATICS for SOCIAL SCIENCES | English | 3 | 3 | 4 | |
| ATA1210500 | HISTORY of the TURKISH REPUBLIC II | English | 2 | 2 | 2 | |
| TDL1210600 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
PC1. Students know the fundamental concepts, theories, research methods and analysis techniques used in the fields and sub-fields of Political Science and International relations.
PC2. Students understand the political, economic, social, and cultural relations among political systems, international actors, states and non-state actors; analyzes the reasons for the issues and problems in these fields, develop skills for systematic and critical thinking for alternative solutions.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1 Having basic knowledge about the field at the theoretical and application level.
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1 - PC1. Students know the fundamental concepts, theories, research methods and analysis techniques used in the fields and sub-fields of Political Science and International relations.
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2-Defining the basic concepts in Social and Behavioral Sciences and listing the relationships between concepts.
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1 - PC1. Students know the fundamental concepts, theories, research methods and analysis techniques used in the fields and sub-fields of Political Science and International relations.
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3- Having a rudimentary understanding of the rules according to which interpersonal and cross-communal relations play
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1 - PC1. Students know the fundamental concepts, theories, research methods and analysis techniques used in the fields and sub-fields of Political Science and International relations. 2 - PC2. Students understand the political, economic, social, and cultural relations among political systems, international actors, states and non-state actors; analyzes the reasons for the issues and problems in these fields, develop skills for systematic and critical thinking for alternative solutions. |
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4- Having basic knowledge about the causes and consequences of the transformations experienced by their societies.
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2 - PC2. Students understand the political, economic, social, and cultural relations among political systems, international actors, states and non-state actors; analyzes the reasons for the issues and problems in these fields, develop skills for systematic and critical thinking for alternative solutions. 1 - PC1. Students know the fundamental concepts, theories, research methods and analysis techniques used in the fields and sub-fields of Political Science and International relations. |
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5-Having the necessary information at the theoretical and application level to process basic data.
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3 - PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. 4 - PC4. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and report the findings to stakeholders. 5 - PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. |
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5 - PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. 4 - PC4. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and report the findings to stakeholders. 8 - PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders | |
| SKILLS | |
| Cognitive, Practical | |
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1- Ability to analyze information about the field and evaluate its reflections in practice.
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4 - PC4. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and report the findings to stakeholders. 5 - PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. |
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2- Establishing a connection between the concepts in social and behavioral sciences theories.
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5 - PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. 4 - PC4. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and report the findings to stakeholders. 8 - PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders |
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3-Ability to access information resources related to its field.
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10 - PC10. Students use fundamental computer skills in communication with colleagues and stakeholders. 4 - PC4. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and report the findings to stakeholders. |
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4- It has the ability to process the information related to the field with technical facilities and to present this information with the technical equipment (computer environment, etc.) required by the field.
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5 - PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. 12 - PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. |
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5- He/she has the ability to use the basic theoretical and practical knowledge he/she has acquired in the field at the same level of advanced education in the same field or at the same level.
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3 - PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. 5 - PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Investigating an issue related to the field independently, either as a team or on its own.
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6 - PC6. Students will be able to work as group leader in public and private institutions, plan and administer events and activities. 12 - PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. 11 - PC11. Students will be able to lead decision-making mechanisms, involve in policy making and analysis processes, and manage negotiation processes in public and private institutions. |
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2- Planning the processes and timing of multi-member group researches to be carried out in the field and related sub-branches, and performing the planned tasks to the extent and on time.
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11 - PC11. Students will be able to lead decision-making mechanisms, involve in policy making and analysis processes, and manage negotiation processes in public and private institutions. 12 - PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. |
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3- Acting in line with the requirements of social life setting an example for society with its attitudes and attitudes.
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5 - PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. 7 - PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life. 3 - PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. |
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6 - PC6. Students will be able to work as group leader in public and private institutions, plan and administer events and activities. 8 - PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders | |
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8 - PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders
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| Learning Competence | |
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1-Ability to learn both on its own and within the group.
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5 - PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. 7 - PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life. 3 - PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. 4 - PC4. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and report the findings to stakeholders. |
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2- Showing what to learn and how.
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7 - PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life.
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3- Directing his/her education to an advanced education level in the same field or to a profession at the same level.
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5 - PC5. Students will be able to conduct scientific research in the fields and sub-fields of political science and international relations, analyze the results and make scientific publications. 12 - PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. |
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4- Having the awareness of lifelong learning and questioning.
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7 - PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life. 3 - PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. |
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7 - PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life.
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9 - PC9. Students use English language skills in research and fields of expertise; easily follow international developments and communicates with international stakeholders. 10 - PC10. Students use fundamental computer skills in communication with colleagues and stakeholders. 8 - PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders | |
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7 - PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life.
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| Communication and Social Competence | |
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1- Transmitting the knowledge and skills he/she has acquired in his/her field in writing and verbally.
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8 - PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders 10 - PC10. Students use fundamental computer skills in communication with colleagues and stakeholders. 9 - PC9. Students use English language skills in research and fields of expertise; easily follow international developments and communicates with international stakeholders. |
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2- Transforming knowledge and practice related to the field into projects and activities within the framework of social responsibility approach.
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8 - PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders 12 - PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. |
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3- Reflecting the difference created by the theoretical infrastructure and conceptual richness to his/her individual career when he/she is involved in business life.
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12 - PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms.
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4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.
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12 - PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. 3 - PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. |
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5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.
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12 - PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms.
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9 - PC9. Students use English language skills in research and fields of expertise; easily follow international developments and communicates with international stakeholders.
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10 - PC10. Students use fundamental computer skills in communication with colleagues and stakeholders.
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| Field-based Competence | |
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1- Acting in accordance with social, cultural, scientific and ethical values in the process of creating knowledge and knowledge about the field (collection, interpretation and announcement of results).
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8 - PC8. Students use the appropriate oral and written language skills and adopt professional ethics in their communication while sharing results, analyses, and solution suggestions with colleagues and stakeholders
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2- Having sufficient awareness on the universality of social rights, social justice, quality and cultural values and environmental protection, occupational health and safety.
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3 - PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives.
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3- Being open minded about change and innovation
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7 - PC7. As a result of development of critical thinking, students stay open to change and development; adopt never-ending learning principle to their life.
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3 - PC3. Students of the program will be able to work at public and private institutions, international organizations, and non-governmental organizations. They will be able to involve in the foreign policy making, analysis, and implementation processes; manage project implementations, and shoulder responsibilities at different positions of decision-making processes. The multi-disciplinary perspective they have developed in the program facilitates following solution-oriented perspective at times of crisis, evaluating existing resolutions and developing new alternatives. 12 - PC12. Students will be able to develop original and scientific solutions and knowledge in their fields of expertise, create projects and act as a consultant to decision-making mechanisms. 11 - PC11. Students will be able to lead decision-making mechanisms, involve in policy making and analysis processes, and manage negotiation processes in public and private institutions. | |
Employment Opportunities
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 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 success in the semester in midterm exams and assignments, practical studies, group studies and similar studies that replace midterm exams and the general exam together. To be valid for all courses, students who fail to get at least 50 points from the general exam are considered unsuccessful in that course. In order to be successful in the course, it is necessary to have at least 60 points or 2.27 success coefficient at the end of the semester.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 |
|---|---|---|
Mastery Learning | Prior knowledge/student readiness is determined. Appropriate teaching methods and techniques are selected. Learning deficiencies are identified. Supplementary or supplementary teaching plan is applied. | Cognitive strategies, models and techniques |
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 |
Knowledge Map Technique | Recalling information, classifying information, associating information. | Knowledge maps |
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 |
Educational Game Techniques | Creative thinking, empathy, leadership, communication, problem solving. | Educational games tools and materials / computer software |
Peer Teaching Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale form) |
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 |
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) |
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) |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ACADE. READING and WRITING in INTER. RELATIONS | 2 | 1 | 1 | 4 | 4 | 2 | 3 | 4 | 5 | 2 | 0 | 3 |
| ADVANCED ENGLISH | 1 | 2 | 1 | 3 | 2 | 1 | 1 | 5 | 5 | 2 | 2 | 2 |
| AMERICAN FOREIGN POLICY | 4 | 5 | 2 | 5 | 3 | 1 | 1 | 1 | 3 | 1 | 4 | 4 |
| ANALYSIS of DIPLOMATIC DOCUMENTS and TEXTS | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 4 | 4 | 3 | 3 |
| APPLIED COMPUTER SKILLS | 2 | 1 | 1 | 3 | 4 | 2 | 1 | 3 | 4 | 5 | 3 | 3 |
| COMPARATIVE POLITICS | 5 | 5 | 4 | 5 | 4 | 3 | 4 | 4 | 4 | 4 | 3 | 3 |
| CONSTITUTIONAL LAW | 4 | 2 | 4 | 4 | 4 | 2 | 2 | 0 | 5 | 0 | 5 | 4 |
| CONTEMPORARY POLITICS in AFRICA | 4 | 4 | 3 | 3 | 3 | 2 | 3 | 4 | 4 | 4 | 3 | 3 |
| CURRENT ISSUES in WORLD POLITICS | 5 | 5 | 4 | 5 | 2 | 2 | 5 | 5 | 5 | 2 | 5 | 5 |
| DIPLOMATIC HISTORY I | 4 | 5 | 2 | 1 | 2 | 0 | 4 | 5 | 5 | 2 | 2 | 1 |
| DIPLOMATIC HISTORY II | 4 | 5 | 2 | 1 | 2 | 0 | 4 | 5 | 5 | 2 | 2 | 1 |
| EU POLITICS | 4 | 5 | 4 | 4 | 2 | 4 | 4 | 4 | 4 | 3 | 5 | 4 |
| FOREIGN POLICY ANALYSIS | 5 | 5 | 5 | 4 | 5 | 2 | 2 | 4 | 4 | 2 | 5 | 3 |
| FUNDAMENTALS of LAW | 2 | 1 | 2 | 3 | 2 | 2 | 3 | 3 | 3 | 0 | 3 | 2 |
| GENDER and POLITICS | 4 | 4 | 3 | 5 | 5 | 3 | 5 | 4 | 4 | 4 | 3 | 3 |
| GLOBAL ENERGY POLITICS | 5 | 5 | 3 | 4 | 3 | 0 | 3 | 1 | 4 | 1 | 0 | 3 |
| GLOBAL ENVIRONMENTAL POLITICS | 3 | 4 | 3 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | 3 | 3 |
| GLOBAL GOVERNANCE and INTER. ORGANIZATIONS | 4 | 5 | 5 | 3 | 1 | 1 | 3 | 1 | 4 | 2 | 4 | 3 |
| HISTORY of POLITICAL THOUGHT I | 5 | 2 | 2 | 3 | 3 | 1 | 4 | 2 | 5 | 1 | 1 | 2 |
| HISTORY of POLITICAL THOUGHT II | 4 | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 4 |
| HISTORY of the TURKISH REPUBLIC II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 0 | 0 |
| HISTORY of the TURKISH REPUBLIC I | 1 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 |
| INNOVATION, ENTREPRENEURSHIP and POLITICS | 2 | 5 | 5 | 3 | 2 | 1 | 5 | 2 | 1 | 1 | 1 | 5 |
| INTERNATIONAL CONFLICT and COOPERATION | 4 | 5 | 4 | 4 | 5 | 0 | 4 | 2 | 4 | 2 | 3 | 3 |
| INTERNATIONAL ECONOMICS | 3 | 5 | 3 | 2 | 3 | 0 | 3 | 1 | 4 | 2 | 1 | 2 |
| INTERNATIONAL LAW | 3 | 4 | 4 | 4 | 4 | 0 | 3 | 0 | 5 | 0 | 4 | 3 |
| INTERNATIONAL MIGRATION | 4 | 4 | 4 | 4 | 4 | 2 | 5 | 4 | 5 | 5 | 3 | 5 |
| INTERNATIONAL POLITICAL ECONOMY | 4 | 4 | 4 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | 3 | 3 |
| INTERNATIONAL SECURITY | 4 | 4 | 4 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 3 | 4 |
| INTRO to SOCIAL PSYCHOLOGY | 0 | 0 | 3 | 1 | 1 | 4 | 4 | 3 | 3 | 0 | 3 | 1 |
| INTRODUCTION to INTERNATIONAL RELATIONS | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 4 | 4 |
| INTRODUCTION to NATIONALISM STUDIES | 4 | 3 | 4 | 4 | 3 | 1 | 5 | 5 | 5 | 3 | 3 | 4 |
| INTRODUCTION to POLITICAL SCIENCE | 5 | 4 | 3 | 3 | 3 | 1 | 3 | 3 | 4 | 2 | 2 | 2 |
| INTRODUCTION to SOCIOLOGY | 0 | 2 | 2 | 3 | 3 | 0 | 4 | 3 | 3 | 0 | 1 | 3 |
| ISSUES in TURKISH POLITICS | 3 | 4 | 3 | 5 | 5 | 3 | 5 | 3 | 5 | 3 | 3 | 3 |
| LATIN AMERICA POLITICS | 2 | 4 | 2 | 3 | 3 | 1 | 4 | 4 | 4 | 1 | 2 | 3 |
| LOCAL POLITICS and GOVERNANCE | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 |
| MACROECONOMICS | 1 | 2 | 2 | 3 | 2 | 1 | 1 | 3 | 4 | 2 | 2 | 3 |
| MATHEMATICS for SOCIAL SCIENCES | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 2 | 2 |
| MEDIA and POLICY | 3 | 2 | 4 | 3 | 2 | 2 | 5 | 3 | 5 | 3 | 2 | 2 |
| MEDITERRANEAN POLITICS | 3 | 5 | 5 | 3 | 1 | 1 | 5 | 4 | 5 | 3 | 5 | 5 |
| MICROECONOMICS | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| MODERN MIDDLE EAST | 3 | 4 | 3 | 4 | 4 | 2 | 4 | 3 | 5 | 4 | 3 | 3 |
| NON-STATE ACTORS IN WORLD POLITICS | 3 | 2 | 2 | 1 | 1 | 4 | 4 | 4 | 3 | 3 | 4 | 4 |
| OTTOMAN DIPLOMATIC HISTORY | 3 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
| OTTOMAN POLITICAL HISTORY | 4 | 5 | 4 | 4 | 3 | 3 | 3 | 3 | 4 | 4 | 3 | 3 |
| POLICY MAKING and ANALYSIS | 0 | 0 | 4 | 3 | 3 | 1 | 3 | 2 | 5 | 3 | 3 | 0 |
| POLITICS in MIDDLE EAST | 3 | 2 | 3 | 1 | 2 | 3 | 2 | 4 | 0 | 4 | 3 | 3 |
| PROFESSIONAL, SOCIAL and COMMUNICATION SKILLS | 1 | 1 | 4 | 1 | 2 | 5 | 4 | 5 | 5 | 4 | 5 | 3 |
| PROJECT MANAGEMENT | 0 | 0 | 5 | 0 | 0 | 4 | 4 | 0 | 0 | 4 | 4 | 4 |
| RESEARCH METHODS IN SOCIAL SCIENCES | 3 | 3 | 2 | 2 | 3 | 0 | 2 | 2 | 2 | 1 | 0 | 2 |
| RUSSIAN and EURASIAN POLTICS | 3 | 4 | 3 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | 3 | 4 |
| RUSSIAN I | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 4 | 0 | 3 | 1 | 1 |
| RUSSIAN II | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| SELECTED TOPICS in OTTOMAN HISTORY | 3 | 4 | 3 | 3 | 4 | 3 | 4 | 3 | 3 | 3 | 4 | 4 |
| STATISTICS for SOCIAL SCIENCES | 3 | 2 | 2 | 2 | 3 | 0 | 2 | 3 | 3 | 3 | 0 | 1 |
| TERRORISM, INSURGENCY and CIVIL WAR | 4 | 5 | 3 | 3 | 4 | 0 | 5 | 3 | 4 | 1 | 3 | 4 |
| THEORIES of CONFLICT, VIOLENCE and PEACEBULDING | 4 | 4 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 3 | 4 |
| THEORIES of INTERNATIONAL RELATIONS | 5 | 4 | 5 | 4 | 3 | 1 | 2 | 3 | 4 | 1 | 4 | 4 |
| TURKISH ADMINISTRATIVE HISTORY | 4 | 5 | 5 | 4 | 4 | 3 | 4 | 3 | 4 | 4 | 3 | 3 |
| TURKISH FOREIGN POLICY I | 4 | 5 | 5 | 4 | 5 | 3 | 4 | 4 | 4 | 4 | 3 | 3 |
| TURKISH POLITICS | 5 | 4 | 3 | 5 | 5 | 2 | 4 | 4 | 5 | 2 | 2 | 3 |
| İlişkili Ders Sayısı / 62/74 | 188 | 204 | 187 | 182 | 175 | 110 | 201 | 181 | 224 | 151 | 162 | 173 |
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 |