| Psychology (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| 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 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. |
|
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. |
| 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 |
| 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 Learning Outcomes | 1 |
|||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Outcomes | ||||||||||||||
| 1) Have the theoretical knowledge related to major sub areas of psychology. | ||||||||||||||
| 2) Apply psychological concepts and theories in a variety of applied settings. | ||||||||||||||
| 3) Define and explain the cognitive, emotional and behavioral processes of human beings. | ||||||||||||||
| 4) Evaluate psychological evidence and assumptions in a scientific and critical way. | ||||||||||||||
| 5) Collect and analyze psychological research data and interpret and report the findings in accordance to scientific publication rules. | ||||||||||||||
| 6) Develop and utilize assessment and measurement tools for psychological phenomena. | ||||||||||||||
| 7) Have the skills and abilities to follow innovations and developments in psyhology and other related sciences. | ||||||||||||||
| 8) Have knowledge and skills to work effectively on individual or group basis. | ||||||||||||||
| 9) Have knowledge and skills to communicate in a clear and effective manner in national and international settings. | ||||||||||||||
| 10) Behave in accordance with professional code of conduct and ethics related to psychology. | ||||||||||||||
| 11) Behave in an unprejudiced and equal way towards various identity groups such as age, gender, language, race, religion and social class in scientific and professional acitivities. | ||||||||||||||
| 12) Have respect for universal values and human and animal rights. | ||||||||||||||
| 13) Use a foreign language at least B1 level of European Language Portfolio. | ||||||||||||||
| 14) Use computer softwares as well as information and communication technologies at least Basic level of European Computer Driving Licence. | ||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the theoretical knowledge related to major sub areas of psychology. | |
| 2) | Apply psychological concepts and theories in a variety of applied settings. | |
| 3) | Define and explain the cognitive, emotional and behavioral processes of human beings. | |
| 4) | Evaluate psychological evidence and assumptions in a scientific and critical way. | |
| 5) | Collect and analyze psychological research data and interpret and report the findings in accordance to scientific publication rules. | |
| 6) | Develop and utilize assessment and measurement tools for psychological phenomena. | |
| 7) | Have the skills and abilities to follow innovations and developments in psyhology and other related sciences. | |
| 8) | Have knowledge and skills to work effectively on individual or group basis. | |
| 9) | Have knowledge and skills to communicate in a clear and effective manner in national and international settings. | |
| 10) | Behave in accordance with professional code of conduct and ethics related to psychology. | |
| 11) | Behave in an unprejudiced and equal way towards various identity groups such as age, gender, language, race, religion and social class in scientific and professional acitivities. | |
| 12) | Have respect for universal values and human and animal rights. | |
| 13) | Use a foreign language at least B1 level of European Language Portfolio. | |
| 14) | Use computer softwares as well as information and communication technologies at least Basic level of European Computer Driving Licence. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Quizzes | 12 | % 100 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 100 | |
| PERCENTAGE OF FINAL WORK | % | |
| total | % 100 | |
| 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 | ||||||