Program Information
Program Information
Aim
The aim of the Applied English Translation and Interpreting Programme is to meet the ever-increasing need for competent oral and written translators in the globalising world and in our country, which is in the process of European Union membership, to train translators who use the foreign language in the most effective way, to train translators who use the foreign language in the most effective way, to train translators who have gained practice in different sectoral areas with both theoretical and practical training and within the scope of cooperation with solution partners, to develop the foreign language knowledge necessary to become a translator, to ensure that our graduates gain the theory and practice of translation and reach the level to translate in real life.Qualification Awarded
Short Cycle (Associate's Degree)Registration and Admission Requirements
The placements are done following the rules of Turkish Higher Education Council (YÖK) with respect to the scores obtained from the nation-wide student selection and placement test TYT. Students register to programmes on the days declared by the Rectorship. Students have to have earned a high school or an equivalent diploma and sufficient score on TYT. Admission is based on 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 |
| ATE1177610 | VERBAL COMMUNICATIONS SKILLS I | English | 4 | 4 | 5 | |
| ATE1177620 | ENGLISH-TURKISH COMPARATIVE GRAMMAR I | English | 2 | 2 | 3 | |
| ATE1177630 | WRITING SKILLS for TRANSLATORS I | English | 3 | 3 | 5 | |
| ATE1177640 | INFORMATIVE and OPERATIVE TEXT LITERACY | English | 4 | 4 | 8 | |
| ATE1177650 | ADVANCED READINGS SKILLS | English | 4 | 4 | 7 | |
| ATE1177660 | LANGUAGE and ANALYTICAL THINKING | English | 4 | 4 | 7 | |
| TDL1110400 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| ATE1277670 | VERBAL COMMUNICATION YSKILLS II | English | 4 | 4 | 5 | |
| ATE1277680 | ENGLISH-TURKISH COMPARATIVE GRAMMAR II | English | 2 | 2 | 3 | |
| ATE1277690 | WRITING SKILLS for TRANSLATORS II | English | 3 | 3 | 5 | |
| ATE1277720 | LITERARY TEXT LITERACY | English | 4 | 4 | 5 | |
| ATE1213787 | SEMINAR | English | 3 | 3 | 3 | |
| ATE1277710 | INTERNSHIP | English | - | 8 | ||
| ATE1277730 | CRITICAL READING | English | 2 | 2 | 2 | |
| ATE1277740 | CULTURAL DIMENSIONS of LANGUAGE | English | 2 | 2 | 2 | |
| ATE1213939 | INTERNSHIP | English | - | 5 | ||
| TDL1210600 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
Has theoretical knowledge about translation studies.
Has knowledge about English language structure and theories.
Has theoretical knowledge about language and culture.
Has theoretical and theoretical knowledge about Turkish language structure and theories.
Has theoretical knowledge about the differences between Turkish and English language structures.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Having basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing up-to-date information in its field based on the competencies gained at the secondary education level. | 5 - Has theoretical knowledge about the differences between Turkish and English language structures. 1 - Has theoretical knowledge about translation studies. 3 - Has theoretical knowledge about language and culture. |
| SKILLS | |
| Cognitive, Practical | |
| 1- Uses basic theoretical and practical knowledge acquired in the field of human sciences at the same level of advanced education in the same field or at the same level. | 3 - Has theoretical knowledge about language and culture. 6 - Has the ability to translate literary works, texts in various fields and genres, scientific articles, newspapers and magazines, political, legal, economic, technical and other types of works. 7 - Can translate the texts he/she encounters within the integrity of meaning and accuracy of expression, using the correct concepts and terms. |
| 2- Interpreting and evaluating data, identifying problems, analysing them, and developing evidence-based solution suggestions by using basic knowledge and skills acquired in the field. | 6 - Has the ability to translate literary works, texts in various fields and genres, scientific articles, newspapers and magazines, political, legal, economic, technical and other types of works. 8 - Can check the translations in terms of accuracy and appropriateness. |
| 7- Using, analyzing and implementing the basic knowledge and skills acquired in the field of transportation in the field of community service. | 15 - Helps those who want to learn about translation with advice and suggestions in every environment. |
| 4- Having the linguistic, artistic and cultural accumulation required by the basic level of qualified manpower required in the field of human sciences. | 6 - Has the ability to translate literary works, texts in various fields and genres, scientific articles, newspapers and magazines, political, legal, economic, technical and other types of works. 7 - Can translate the texts he/she encounters within the integrity of meaning and accuracy of expression, using the correct concepts and terms. 3 - Has theoretical knowledge about language and culture. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Conducting a basic level study on the field of humanities independently. | 10 - Can open his/her own translation office and finalize the incoming translations in the best way possible by project planning and organizing his/her team members. 13 - Improves his/her knowledge of English by reading continuously and increases his/her terminology vocabulary. |
| 2- Taking responsibility as a team member to solve unpredictable and complex problems encountered in applications related to the field of human sciences. | 10 - Can open his/her own translation office and finalize the incoming translations in the best way possible by project planning and organizing his/her team members. 11 - Can work as translators and translation editors in organizations such as newspapers, magazines and publishing houses. 8 - Can check the translations in terms of accuracy and appropriateness. |
| 3- Carrying out activities for the development of employees under its responsibility within the framework of a project carried out in social, cultural and artistic fields. | 11 - Can work as translators and translation editors in organizations such as newspapers, magazines and publishing houses. 10 - Can open his/her own translation office and finalize the incoming translations in the best way possible by project planning and organizing his/her team members. |
| Learning Competence | |
| 1- Evaluating the basic knowledge and skills acquired in the field with a critical approach, identifying and meeting learning needs. | 10 - Can open his/her own translation office and finalize the incoming translations in the best way possible by project planning and organizing his/her team members. 8 - Can check the translations in terms of accuracy and appropriateness. 6 - Has the ability to translate literary works, texts in various fields and genres, scientific articles, newspapers and magazines, political, legal, economic, technical and other types of works. |
| 2- Directing their education to an advanced education level in the same field or to a profession at the same level. | 10 - Can open his/her own translation office and finalize the incoming translations in the best way possible by project planning and organizing his/her team members. 11 - Can work as translators and translation editors in organizations such as newspapers, magazines and publishing houses. |
| 3- Creating lifelong learning awareness in the fields of culture, art and education. | 13 - Improves his/her knowledge of English by reading continuously and increases his/her terminology vocabulary. |
| Communication and Social Competence | |
| 1- Conveying its basic knowledge and skills in the field of humanities through the most appropriate communication tools in the fields of education, culture and art. | 15 - Helps those who want to learn about translation with advice and suggestions in every environment. |
| 2- Discussing their thoughts on humanities and solutions to problems in the fields of education, culture and art with experts and non-experts. | 15 - Helps those who want to learn about translation with advice and suggestions in every environment. |
| 3-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. | 13 - Improves his/her knowledge of English by reading continuously and increases his/her terminology vocabulary. 5 - Has theoretical knowledge about the differences between Turkish and English language structures. |
| 4- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field. | 9 - Can use the opportunities offered by information technologies used in the field of translation in order to work more effectively. 16 - Can use the software and hardware developed by information technologies specific to this field and to help those who want to learn. |
| Field-based Competence | |
| 1- Oserving scientific, cultural, artistic and ethical values during the collection, implementation and announcement of data related to the field of humanities. | 15 - Helps those who want to learn about translation with advice and suggestions in every environment. 12 - Critically evaluates the knowledge and skills acquired in the field of translation. |
| 2- Values the universality of social, cultural and artistic rights in the field of human sciences, has social justice awareness, has historical and cultural heritage, attaches importance to social and cultural values. | 6 - Has the ability to translate literary works, texts in various fields and genres, scientific articles, newspapers and magazines, political, legal, economic, technical and other types of works. 5 - Has theoretical knowledge about the differences between Turkish and English language structures. 3 - Has theoretical knowledge about language and culture. |
| 3-Conscious of protecting the environment. | 12 - Critically evaluates the knowledge and skills acquired in the field of translation. |
| 4- Acting and participating in quality management and processes in social, cultural and artistic areas. | 12 - Critically evaluates the knowledge and skills acquired in the field of translation. 3 - Has theoretical knowledge about language and culture. 1 - Has theoretical knowledge about translation studies. 8 - Can check the translations in terms of accuracy and appropriateness. |
Employment Opportunities
By acquiring competence in Turkish and English as well as achieving considerable proficiency in translation, our graduates are well-equipped with the qualifications to work in any area involving language services and intercultural communication. Our graduates can work in numerous bodies including but not limited to translation agencies, localization companies, multi-national corporations, international organizations, firms that deal with foreign trade, governmental institutions such as The Ministry of Foreign Affairs, The Ministry of Culture and Tourism or Directorates of Foreign Affairs within municipalities, media institutions, embassies, touristic and cultural centers and attractions, subtitling and dubbing studios as translators, interpreters, editors, reviewers, foreign trade consultants, tourist guides, executive assistants and so on.Upgrading
After graduation from vocational associate degrees, students can enroll in undergraduate degree programs by taking the DGS (Vertical Transfer Examination).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
Head Of Department
Dr.Öğr.Üye. Celal SARIOĞLULearning 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) |
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 |
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 |
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 |
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 | 16 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ADVANCED READINGS SKILLS | 0 | 3 | 2 | 3 | 3 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| CRITICAL READING | 0 | 0 | 2 | 0 | 2 | 2 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| CULTURAL DIMENSIONS of LANGUAGE | 0 | 3 | 5 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ENGLISH LITERATURE: INTRODUCTION | 0 | 0 | 2 | 0 | 3 | 5 | 2 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 0 | 0 |
| ENGLISH-TURKISH COMPARATIVE GRAMMAR I | 0 | 4 | 0 | 4 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ENGLISH-TURKISH COMPARATIVE GRAMMAR II | 0 | 4 | 0 | 4 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| HISTORICAL and THEORETICAL APPROACHES to TRANS. | 5 | 0 | 4 | 0 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| INFORMATION TECHNOLOGIES for TRANSLATORS | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| INFORMATIVE and OPERATIVE TEXT LITERACY | 2 | 0 | 2 | 0 | 2 | 4 | 3 | 0 | 0 | 0 | 1 | 0 | 4 | 0 | 0 | 0 |
| INTERCULTURAL COMMUNICATION | 2 | 2 | 5 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 |
| INTERNSHIP | 0 | 0 | 0 | 0 | 0 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 0 | 0 | 0 | 0 |
| INTRO.TEACHING ENGLISH as a FOREIGN LANGUAGE | 0 | 3 | 4 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 3 |
| INTRODUCTION to LINGUISTICS | 0 | 3 | 2 | 3 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| INTRODUCTION to SPECIALIZED TEXTS | 3 | 3 | 2 | 3 | 4 | 4 | 4 | 3 | 0 | 0 | 0 | 3 | 3 | 0 | 2 | 0 |
| INTRODUCTION to TRANSLATION | 5 | 0 | 3 | 0 | 0 | 5 | 5 | 5 | 0 | 3 | 5 | 5 | 0 | 0 | 5 | 0 |
| LANGUAGE and ANALYTICAL THINKING | 0 | 3 | 3 | 3 | 3 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| LITERARY TEXT LITERACY | 0 | 0 | 0 | 0 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| LITERARY TRANSLATION | 2 | 0 | 3 | 0 | 0 | 5 | 2 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 0 | 0 |
| MEDIA TRANSLATION | 0 | 0 | 4 | 0 | 4 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| SEMINAR | 4 | 0 | 0 | 0 | 4 | 0 | 4 | 4 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 |
| SUBTITLING | 3 | 0 | 0 | 0 | 3 | 4 | 4 | 4 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| TECHNICALTRANSLATION | 0 | 0 | 0 | 0 | 4 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| TRANSLATION TECHNOLOGIES | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 3 | 0 | 0 | 0 | 0 | 0 | 5 |
| VERBAL COMMUNICATION YSKILLS II | 0 | 3 | 3 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 |
| VERBAL COMMUNICATIONS SKILLS I | 0 | 3 | 3 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 |
| WRITING SKILLS for TRANSLATORS I | 0 | 3 | 0 | 3 | 3 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 |
| WRITING SKILLS for TRANSLATORS II | 0 | 3 | 0 | 3 | 3 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 |
| İlişkili Ders Sayısı / 28/32 | 26 | 40 | 49 | 43 | 67 | 51 | 52 | 20 | 19 | 9 | 11 | 17 | 24 | 10 | 7 | 18 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |