ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| International Trade and Business (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code: | SEG003 | ||||
| Course Name: | Manifest of İstinye 3 | ||||
| Semester: | Fall | ||||
| Course Credits: |
|
||||
| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Compulsory Courses | ||||
| Course Level: |
|
||||
| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Öğr. Gör. ELİF VARDAR SOLAK | ||||
| Course Lecturer(s): | TLCE, ISU Academics | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | To ensure the adaptation of our undergraduate students to University life, to create a social and academic infrastructure for our students throughout their University life and to manage their competence development for the 21st century skills. Focus on the so called soft skills-basic skills more on individual level for learning, communication, and psychological resilience concepts |
| Course Content: | This program offers seminars on traditional, innovative and adult learning theories, practicing mental processes, student motivation, learning styles and strategies, using supportive communication in education, resilience to support pedagogical empowerment in education, stress tolerance and flexibility. |
Learning Outcomes
|
The students who have succeeded in this course;
1) Developing individual-level social, emotional and mental skills in the areas of learning awareness, effective communication and psychological resilience, reasoning in mental processes, and idea development. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Course orientation | Course syllabus and the orientation program |
| 2) | Active-Passive Learning | Asynchronous Video Course Material |
| 3) | Learning Strategies | Asynchronous Video Course Material |
| 4) | Learning Styles, Routines and Positive Practice | Asynchronous Video Course Material |
| 5) | Principles of Effective Communication | Asynchronous Video Course Material |
| 6) | Body Language in Communication | Asynchronous Video Course Material |
| 7) | Supportive Communication | Asynchronous Video Course Material |
| 8) | Psychological Resilience | Asynchronous Video Course Material |
| 9) | Stres Tolerance | Asynchronous Video Course Material |
| 10) | Flexibility | Asynchronous Video Course Material |
| 11) | Reasoning | Asynchronous Video Course Material |
| 12) | Problem solving | Asynchronous Video Course Material |
| 13) | Idea Generation | Asynchronous Video Course Material |
| 14) | Course wrap up | Course materials |
| 15) | Final Exams Week | Final Exams Week |
Sources
| Course Notes / Textbooks: | Ders notları, asenkron video ders kayıtları Course materials, asynchronous video lessons |
| References: | Tavsiye edilen okumalar: Listelenen makaleler ve Blackboard alanına yüklenen dökümanlar Öğrenci Motivasyonu Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205- 222. Öğrenme Stilleri ve Stratejileri Veznedaroğlu, R. L., & Özgür, A. O. (2005). Öğrenme stilleri: tanımlamalar, modeller ve işlevleri. Elementary Education Online, 4(2). Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. 21. Yüzyıl Becerileri Ananiadou, K. and M. Claro (2009), “21st Century Skills and Competences for New Millennium Learners in OECD Countries”, OECD Education Working Papers, No. 41, OECD Publishing. Psikolojik Dayanıklılık Psychological Resilience - 7 Keys to Finding Your Inner Strength and Overcoming Life’s Hurdles – Karen Reivich and Andrew Shatte Ph.D. Stress Management - The Relaxation and Stress Reduction Workbook (A New Harbinger Self-Help Workbook) - by Martha Davis, Elizabeth Robbins Eshelman, Matthew McKay Psychological Flexibility - The Happiness Trap – Russ Harris & The Reality Slap – Russ Harris Suggested reading: Listed articles, Blackboard document and materials Learner Motivation Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205- 222. Learning Styles and Strategies Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. 21. Century Skills Ananiadou, K. and M. Claro (2009), “21st Century Skills and Competences for New Millennium Learners in OECD Countries”, OECD Education Working Papers, No. 41, OECD Publishing. Psychological Resilience Psychological Resilience - 7 Keys to Finding Your Inner Strength and Overcoming Life’s Hurdles – Karen Reivich and Andrew Shatte Ph.D. Stress Management - The Relaxation and Stress Reduction Workbook (A New Harbinger Self-Help Workbook) - by Martha Davis, Elizabeth Robbins Eshelman, Matthew McKay Psychological Flexibility - The Happiness Trap – Russ Harris & The Reality Slap – Russ Harris |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Outcomes | |||||||||||||
| 1) Has a broad and interdisciplinary perspective on international business and trade by the use of social sciences and mathematics, | |||||||||||||
| 2) Possess the knowledge and skills related to different functions and interactions of international business and trade. | |||||||||||||
| 3) Possess the knowledge and skills to interpret the data, concepts and ideas in the field of international business and trade with scientific and technological methods. | |||||||||||||
| 4) Use different theoretical approaches to understanding and solving various business and trade problems. | |||||||||||||
| 5) Explains the competitiveness of the countries with the requirements of international competition and interprets the functioning of the actors and regulatory structures in the international environment. | |||||||||||||
| 6) Understands the value of developing new trade projects and generating strategies within international market needs. | |||||||||||||
| 7) Solves complex business and global trade problems by using various statistical techniques and numerical methods and makes analyzes by using statistical programs effectively. | |||||||||||||
| 8) Uses a foreign language at the B1 General Level in terms of European Language Portfolio criteria according to the level of education. | |||||||||||||
| 9) Develops teamwork, negotiation, leadership and entrepreneurship skills. | |||||||||||||
| 10) Possess the knowledge of universal ethical values, social responsibility and sufficient legal and regulatory knowledge. | |||||||||||||
| 11) Develops positive attitudes related to lifelong learning and identifies individual learning needs and carries out studies to correct them. | |||||||||||||
| 12) Students will be able to communicate their ideas and solutions both written and orally, and present and publish them on both national and international platforms. | |||||||||||||
| 13) Uses information and communication technologies together with computer software at the advanced level of European Computer Using License required by the field. | |||||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Has a broad and interdisciplinary perspective on international business and trade by the use of social sciences and mathematics, | |
| 2) | Possess the knowledge and skills related to different functions and interactions of international business and trade. | |
| 3) | Possess the knowledge and skills to interpret the data, concepts and ideas in the field of international business and trade with scientific and technological methods. | |
| 4) | Use different theoretical approaches to understanding and solving various business and trade problems. | |
| 5) | Explains the competitiveness of the countries with the requirements of international competition and interprets the functioning of the actors and regulatory structures in the international environment. | |
| 6) | Understands the value of developing new trade projects and generating strategies within international market needs. | |
| 7) | Solves complex business and global trade problems by using various statistical techniques and numerical methods and makes analyzes by using statistical programs effectively. | |
| 8) | Uses a foreign language at the B1 General Level in terms of European Language Portfolio criteria according to the level of education. | |
| 9) | Develops teamwork, negotiation, leadership and entrepreneurship skills. | |
| 10) | Possess the knowledge of universal ethical values, social responsibility and sufficient legal and regulatory knowledge. | |
| 11) | Develops positive attitudes related to lifelong learning and identifies individual learning needs and carries out studies to correct them. | |
| 12) | Students will be able to communicate their ideas and solutions both written and orally, and present and publish them on both national and international platforms. | |
| 13) | Uses information and communication technologies together with computer software at the advanced level of European Computer Using License required by the field. |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Quizzes | 12 | % 100 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 100 | |
| PERCENTAGE OF FINAL WORK | % | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Course Hours | 14 | 0 | 0 | ||||
| Study Hours Out of Class | 11 | 0 | 0 | ||||
| Total Workload | 0 | ||||||