(Described in terms of theoretical and factual knowledge)
1
2
3
1
2
3
4
5
1
Students will understand the necessary criteria for scientific studies and hypotheses.
0
0
0
0
0
0
0
0
0
0.00
2
They will demonstrate knowledge of research design, data collection, and methodology.
0
0
0
0
0
0
0
0
0
0.00
3
Students will have the necesaary information to assess the costs and benefits of intervention programs designed to prevent problematic behavior, promote health behaviors, and maximize individual well-being.
0
0
0
0
0
0
0
0
0
0.00
4
Students will have an understanding of a thorough grounding in the ethical conduct of research and practice in real-world settings
0
0
0
0
0
0
0
0
0
0.00
SKILLS
Aim
Objectives
T
%
(Described in terms of cognitive and practical skills)
1
2
3
1
2
3
4
5
1
Students use the quantitative and qualitative methods to conduct psychological research on major issues related to promoting healthy outcomes, preventing problematic behaviors, and/or intervening to diminish existing problems.
0
0
0
0
0
0
0
0
0
0.00
2
Students will have the ability to analyze social problems and design appropriate interventions.
0
0
0
0
0
0
0
0
0
0.00
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Aim
Objectives
T
%
Autonomy & Responsibility
1
2
3
1
2
3
4
5
1
Students will evaluate relevant research by (a) illustrating critical thinking and (b) producing scientific writing.
0
0
0
0
0
0
0
0
0
0.00
Learning to Learn
1
2
3
1
2
3
4
5
T
%
1
Students will relate theoretical knowledge of applied psychology to various developmental issues, psychopathological behavior and criminal behavior in societies.
0
0
0
0
0
0
0
0
0
0.00
Communication & Social
1
2
3
1
2
3
4
5
T
%
1
Students will apply interpersonal communication and presentation skills which are related to effective practice.
0
0
0
0
0
0
0
0
0
0.00
Occupational and/or Vocational
1
2
3
1
2
3
4
5
T
%
1
Students will demonstrate a high competency in applied psychology and specifically various theories in criminology and developmental area.
0
0
0
0
0
0
0
0
0
0.00
Related number of programme learning outcomes/ 10
-
-
Level of contribution
-
-
*Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi
İstanbul Aydın Üniversitesi AKTS Bilgi Paketi
AKTS Bilgi Paketi
ECTS Information Package
Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır.
ETIS : İstanbul Aydın University Education & Training System
Istanbul Aydin University ECTS Information Package
ECTS Information Package
European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.
