Program Information
Aim
As Foreign Trade Program, our goal is to train well-equipped and qualified professionals who have the necessary knowledge, have lifelong learning skills, have a sense of responsibility, have an entrepreneurial spirit, have developed analytical thinking skills, know all the legislative changes related to foreign trade, as well as follow, analyze and draw conclusions about the developments closely related to foreign trade, master the latest technology in the field, have advanced language skills to follow foreign trade and customs legislation, are prone to calculation and logic operations.Qualification Awarded
Short Cycle (Associate'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 Exam (TYT). 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 Exam (TYT). 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 120 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 |
| DŞT1115646 | DIGITALIZATION and FINANCIAL LITERACY | Turkish | 2 | 2 | 4 | |
| DŞT1177330 | FOREIGN TRADE OPERATIONS I | Turkish | 3 | 3 | 5 | |
| DŞT1127620 | GENERAL ACCOUNTING | Turkish | 3 | 3 | 4 | |
| DŞT1127630 | GENERAL BUSINESS | Turkish | 3 | 3 | 5 | |
| DŞT1127660 | INTRODUCTION to ECONOMICS I | Turkish | 2 | 2 | 4 | |
| DŞT1127670 | BASIC MATHEMATICS | Turkish | 3 | 3 | 4 | |
| DŞT1127510 | INTRODUCTION to LAW | Turkish | 2 | 2 | 4 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| DŞT1211800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
| DŞT1227770 | ACCOUNTING for FOREIGN TRADE OPERATIONS | Turkish | 3 | 3 | 4 | |
| DŞT1277340 | FOREIGN TRADE OPERATIONS II | Turkish | 3 | 3 | 5 | |
| DŞT1277350 | CUSTOMS and EXCHANGE OPERATIONS | Turkish | 3 | 3 | 5 | |
| DŞT1232720 | LOGISTICS and RETAIL MANAGEMENT | Turkish | 3 | 3 | 4 | |
| DŞT1277310 | INTRODUCTION to PROFESSIONAL LIFE | Turkish | 2 | 2 | 2 | |
| DŞT1227690 | COMMERCIAL LAW | Turkish | 2 | 2 | 4 | |
| DŞT1227720 | INTRODUCTION to ECONOMICS II | Turkish | 2 | 2 | 4 | |
Program Qualification
Theoretical, Factual
Describe the basic concepts and applications of the Foreign Trade.
Have a basic knowledge of export and customs regulations.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1- Having basic knowledge in the field.
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2 - Have a basic knowledge of export and customs regulations. 1 - Describe the basic concepts and applications of the Foreign Trade. 7 - Have knowledge of Foreign Trade finance. |
| SKILLS | |
| Cognitive, Practical | |
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1-Ability to use the information he/she has acquired in the field of management and management in his/her decisions, practices and behaviors.
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8 - Have the basic knowledge of business administration and have the vision of international business system. 10 - Apply the study area knowledge on the Foreign Trade in individual procedures. 4 - Recognize the marketing functions and its practices in business world, do market research and use marketing communication that they require. |
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2- Ability to analyze, interpret and evaluate information related to the field.
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10 - Apply the study area knowledge on the Foreign Trade in individual procedures. 15 - Use the acquired knowledge about Foreign Trade effectively. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Fulfilling the duties and responsibilities assigned to it.
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13 - Carry out social responsibility projects related to study areas. 11 - In the framework of lifelong learning attitude, be conscious of the need to adapt to changes in the industry. |
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2- Taking responsibility as a team member for problems encountered or unpredictable in practice.
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12 - Use the knowledge and skills about the study field to inform related individuals, organizations and stakeholders. 14 - Implement code of ethics in customer relations and in communication with colleagues. |
| Learning Competence | |
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1- Critically evaluating the knowledge and skills acquired.
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4 - Recognize the marketing functions and its practices in business world, do market research and use marketing communication that they require.
|
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2- Demonstrating an understanding of the continuity of the learning requirement.
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11 - In the framework of lifelong learning attitude, be conscious of the need to adapt to changes in the industry.
|
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3- Being open to participation in programs for learning needs.
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3 - Have information about the basic method used in accounting and its applications in the business world.
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| Communication and Social Competence | |
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1-Transmitting his/her thoughts and suggestions at the level of knowledge and skills he/she has acquired about his/her field to the relevant persons in writing and verbally.
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12 - Use the knowledge and skills about the study field to inform related individuals, organizations and stakeholders.
|
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2-Being prone to help his/her colleagues.
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14 - Implement code of ethics in customer relations and in communication with colleagues.
|
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3- The European Language Portfolio has foreign language knowledge at the A2 General Level (at least enough to follow the information in its field and to communicate with its colleagues).
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11 - In the framework of lifelong learning attitude, be conscious of the need to adapt to changes in the industry. 8 - Have the basic knowledge of business administration and have the vision of international business system. |
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4- 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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3 - Have information about the basic method used in accounting and its applications in the business world.
|
| Field-based Competence | |
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1-The organization/organization acting in accordance with business and social ethical values.
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14 - Implement code of ethics in customer relations and in communication with colleagues.
|
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2- Has sufficient awareness about the universality of social rights, social justice, quality and cultural
values, as well as environmental protection, occupational health and safety.
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2 - Have a basic knowledge of export and customs regulations. 9 - Have the basic information about the law profession. |
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3- Being open to change and innovation.
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11 - In the framework of lifelong learning attitude, be conscious of the need to adapt to changes in the industry.
|
Employment Opportunities
Students who graduated from the Foreign Trade Program can find jobs in businesses operating in different areas, work in foreign trade businesses, foreign exchange branches of banks, customs brokers, international logistic companies and if they are successful in examinations they can be Assistant Customs Counselor. In addition, students who complete the foreign trade program can take part in the companies affiliated to the Ministry of Finance and Customs and private companies engaged in import-export business.Upgrading
After graduation from associate degree programs, there is an opportunity to study in undergraduate programs as a result of vertical transition examination (DGS).Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. The course grade is obtained by evaluating the student's achievement in the semester and the final exam together with the midterm exams and term papers which are counted as midterm exams, applied studies, group work and similar studies. Students who fail to obtain a minimum score of 50 from the final exam will be considered as failures for all courses. In order to be successful, they must have at least 60 points at the end of the term or 2.27 GPA.Head of Department/Program
Programme Director
Dr.Öğr.Üye. Masoud SHEIKHIHead Of Department
Dr.Öğr.Üye. Masoud SHEIKHILearning 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) |
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
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ACCOUNTING for FOREIGN TRADE OPERATIONS | 5 | 3 | 5 | 4 | 4 | 4 | 3 | 3 | 3 | 3 | 3 | 5 | 4 | 0 | 0 |
| BASIC MATHEMATICS | 2 | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 3 | 2 | 2 | 3 | 2 | 2 |
| BUSINESS and PROFESSIONAL ETHICS | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 1 | 4 | 4 | 5 | 5 | 0 |
| COMMERCIAL LAW | 1 | 4 | 0 | 0 | 3 | 1 | 1 | 1 | 5 | 0 | 1 | 2 | 0 | 4 | 3 |
| CUSTOMER RELATIONSHIP MANAGEMENT | 1 | 1 | 0 | 4 | 2 | 1 | 0 | 4 | 1 | 2 | 3 | 3 | 0 | 5 | 4 |
| CUSTOMS and EXCHANGE OPERATIONS | 3 | 5 | 1 | 0 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | 2 | 0 | 1 | 3 |
| DIGITALIZATION and FINANCIAL LITERACY | 1 | 2 | 2 | 2 | 3 | 2 | 4 | 3 | 1 | 3 | 4 | 4 | 3 | 2 | 4 |
| E-COMMERCE | 1 | 1 | 1 | 3 | 1 | 2 | 0 | 3 | 0 | 2 | 3 | 2 | 1 | 1 | 3 |
| ENGLISH I | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 2 | 1 | 0 | 0 | 0 |
| ENGLISH II | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 2 | 1 | 0 | 0 | 0 |
| ENTERPRENEURSHIP and INNOVATION MANAGEMENT | 1 | 0 | 1 | 3 | 1 | 1 | 0 | 4 | 1 | 2 | 1 | 1 | 1 | 1 | 2 |
| FOREIGN TRADE FINANCE | 3 | 2 | 1 | 1 | 3 | 2 | 5 | 1 | 1 | 2 | 1 | 1 | 0 | 1 | 3 |
| FOREIGN TRADE OPERATIONS I | 5 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 4 | 1 | 1 | 3 |
| FOREIGN TRADE OPERATIONS II | 5 | 2 | 2 | 1 | 4 | 2 | 4 | 2 | 1 | 2 | 1 | 2 | 1 | 1 | 2 |
| GENERAL ACCOUNTING | 0 | 2 | 5 | 1 | 0 | 0 | 3 | 1 | 0 | 3 | 2 | 2 | 0 | 1 | 0 |
| GENERAL BUSINESS | 2 | 0 | 3 | 4 | 3 | 4 | 1 | 5 | 0 | 2 | 3 | 3 | 0 | 3 | 0 |
| HISTORY of the TURKISH REPUBLIC II | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| HISTORY of the TURKISH REPUBLIC I | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| INFORMATION TECHNOLOGIES and TOOLS I | 1 | 2 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 3 | 4 | 0 | 0 | 0 | 0 |
| INTERNATIONAL ECONOMIC INSTITUTIONS | 1 | 3 | 0 | 2 | 4 | 2 | 2 | 1 | 0 | 3 | 2 | 2 | 1 | 1 | 3 |
| INTERNATIONAL LOGISTICS | 4 | 3 | 1 | 1 | 5 | 5 | 2 | 3 | 0 | 2 | 3 | 0 | 0 | 0 | 0 |
| INTERNATIONAL MARKETING | 1 | 2 | 0 | 3 | 5 | 2 | 0 | 2 | 0 | 1 | 3 | 4 | 0 | 2 | 2 |
| INTERNATIONAL TRADE THEORY and POLICY | 4 | 1 | 0 | 0 | 5 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 0 | 0 | 1 |
| INTERNSHIP I | 5 | 2 | 1 | 1 | 1 | 1 | 1 | 3 | 1 | 4 | 4 | 5 | 1 | 4 | 5 |
| INTERNSHIP II | 5 | 2 | 1 | 1 | 1 | 1 | 1 | 3 | 1 | 4 | 4 | 5 | 1 | 4 | 5 |
| INTRODUCTION to ECONOMICS I | 4 | 1 | 0 | 0 | 2 | 2 | 2 | 1 | 0 | 1 | 1 | 1 | 0 | 0 | 5 |
| INTRODUCTION to ECONOMICS II | 4 | 2 | 0 | 1 | 2 | 0 | 2 | 2 | 0 | 2 | 1 | 1 | 0 | 0 | 3 |
| INTRODUCTION to LAW | 1 | 4 | 0 | 0 | 1 | 0 | 0 | 2 | 5 | 2 | 2 | 1 | 1 | 3 | 0 |
| INTRODUCTION to PROFESSIONAL LIFE | 1 | 2 | 0 | 4 | 2 | 1 | 1 | 1 | 0 | 3 | 4 | 2 | 1 | 3 | 2 |
| LABOR and SOCIAL SECURITY LEGISLATION | 1 | 0 | 1 | 0 | 3 | 0 | 1 | 5 | 5 | 3 | 4 | 2 | 0 | 1 | 0 |
| LOGISTICS and RETAIL MANAGEMENT | 1 | 2 | 0 | 3 | 4 | 5 | 2 | 1 | 0 | 2 | 1 | 0 | 0 | 1 | 1 |
| MARKETING PRINCIPLES | 1 | 2 | 0 | 5 | 3 | 0 | 1 | 1 | 0 | 2 | 3 | 3 | 0 | 2 | 1 |
| PRODUCT SAFETY and CONTROL in FOREIGN TRADE | 2 | 4 | 0 | 1 | 1 | 2 | 0 | 1 | 2 | 1 | 2 | 1 | 1 | 2 | 4 |
| SEMINAR I | 3 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 1 | 5 | 5 | 4 | 1 | 1 | 5 |
| SEMINAR II | 3 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 1 | 5 | 5 | 4 | 1 | 1 | 5 |
| TURKISH ECONOMY | 3 | 1 | 3 | 2 | 4 | 1 | 2 | 2 | 1 | 2 | 4 | 3 | 3 | 2 | 3 |
| TURKISH FOREIGN TRADE POLICY | 4 | 2 | 0 | 1 | 2 | 1 | 4 | 0 | 0 | 2 | 1 | 3 | 0 | 0 | 2 |
| TURKISH LANGUAGE I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| TURKISH LANGUAGE II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| TURKISH TAX SYSTEM | 4 | 4 | 5 | 1 | 2 | 5 | 3 | 1 | 4 | 4 | 4 | 3 | 4 | 2 | 5 |
| İlişkili Ders Sayısı / 40/40 | 87 | 69 | 39 | 55 | 78 | 59 | 55 | 77 | 41 | 83 | 94 | 84 | 34 | 57 | 83 |
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 |