PROGRAM DESIGN AND APPROVAL of GRADUATE SCHOOL of NATURAL and APPLIED SCIENCES
The main purpose of the educational activities carried out in the departments of our institute is to train individuals with leadership characteristics, who are qualified to respond to national and international demands within the framework of ethical values and quality awareness, who work in public, industry and research institutions, who do postgraduate education, and who take part in teamwork in different disciplines by taking technical, economic and sociological factors into account.
While determining the program qualifications, the mission-vision of the institution was taken into consideration. In the design of the programs, physical and technological opportunities are taken into account (access, social distance, etc.)
The principles, rules and methods regarding the course distribution of the program are defined. The curriculum structure takes account of the balance of compulsory-elective courses, field-non-field courses, and provides cultural depth and the opportunity to get to know different disciplines. The number of lessons and weekly lesson hours are arranged in such a way that the student can spare time for non-academic activities. The suitability and functionality of the course information packages developed within this scope are monitored and related improvements are made.
The learning outcomes of the courses (including co-education and distance education) are defined.
The ECTS value of all courses is shared on the website and verified by the student workload tracking. The diversities that emerge with distance education are also taken into account in the design based on the student workload. Our institute has a holistic measurement-evaluation system. Learning outcome, curriculum, the way of providing education service (formal, distance, mixed, open), teaching method and measurement-evaluation harmony are taken into consideration. There are mechanisms for exam administration and security (formal/online exams, exams for disadvantaged groups). The institution improves its assessment-evaluation approaches and opportunities in a way that is based on student-instructor feedback.
