| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| HEA5010 | Teaching and Learning in Higher Education | Fall | 3 | 0 | 3 | 8 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SİNEM VATANARTIRAN |
| Course Objectives: | The course addresses issues of learning: what is learning in higher education and what challenges does it pose to teaching? How can teaching respond? Students will examine different models and theories of learning, recent research on student conceptions of and approaches to learning, the impact of learning on faculty understanding, and approaches to teaching |
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The students who have succeeded in this course; I. Students will describe students’ learning in higher education based on theories and research of relevance for educational sciences. II. Students will be able to account for pedagogical arguments based on some of the common teaching formats in higher education. III. Students will reflect on present predominant perspectives in educational science in the lights of a historical perspective on theory and research in pedagogy. IV. Students will get to know and discuss balance in academic leadership V. Students will discuss the use of different evaluation approaches to teaching and learning |
| Adult Learning Theories and Research Common Teaching Formats in Higher Education Analyzing Syllabi of Sample Courses Pedagogy and Academic Leadership Evaluation of Teaching and Learning in Higher Education Balance in Academic Leadership |
| Week | Subject | Related Preparation | |
| 1) | Adult Learning Theories and Research | ||
| 2) | Adult Learning Theories and Research | ||
| 3) | Common Teaching Formats in Higher Education | ||
| 4) | Common Teaching Formats in Higher Education | ||
| 5) | Common Teaching Formats in Higher Education | ||
| 6) | Analyzing Syllabi of Sample Courses | ||
| 7) | Analyzing Syllabi of Sample Courses | ||
| 8) | Pedagogy and Academic Leadership | ||
| 9) | Pedagogical and Academic Leadeship | ||
| 10) | Evaluation of Teaching and Learning in Higher Education | ||
| 11) | Evaluation of Teaching and Learning in Higher Education | ||
| 12) | Balance in Academic Leadership | ||
| 13) | Balance in Academic Leadership | ||
| 15) | Project Presentations | ||
| 16) | Project Presentations | ||
| Course Notes: | Fink, L. Dee. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass: San Francisco Nilson, Linda B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. Jossey-Bass: San Francisco |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 16 | % 15 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | 1 | % 15 |
| Project | 1 | % 15 |
| Seminar | % 0 | |
| Midterms | 1 | % 15 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 40 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 45 | |
| PERCENTAGE OF FINAL WORK | % 55 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 16 | 3 | 48 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 2 | 4 | 8 |
| Study Hours Out of Class | 15 | 5 | 75 |
| Presentations / Seminar | 3 | 5 | 15 |
| Project | 1 | 6 | 6 |
| Homework Assignments | 10 | 3 | 30 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | ||
| Midterms | 1 | 5 | 5 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 1 | 8 | 8 |
| Total Workload | 195 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |