Courses in English


Code Course Instructor T U H/S K ECTS
ESP 110 Theories and Techniques of Career Counselling Prof. Dr. Metin Pişkin 3 0 3 3 6
ESP 125 Peace in Interreligious Learning Prof.Dr. Mualla Selçuk 3 0 3 3 6
   Geography of Turkey I: Physical Geography of Turkey Assist. Prof. Dr. Onur Çalışkan 3 0 3 3 6
   Geography of Turkey II: Human and Economical Geography of Turkey Assist. Prof. Dr. Onur Çalışkan 3 0 3 3 6
ESP115 Human Resource Management Assoc. Prof. Dr. Şakir Çınkır 3 0 3 3 5
ESP119 Teaching Social Studies and History Prof. Dr. İsmail Güven 3 0 3 3 6
ESP 129 Comparative Education Assoc. Prof. Dr. Berna Aslan 3 0 3 3 6
ESP 127 Turkish Education System and Curricula Assoc. Prof. Dr. Fatma Mızıkacı 3 0 3 3 6
ESP 122 Instructional Principles and Methods Assoc. Prof. Dr. Fatma Mızıkacı 3 0 3 3 6
ESP 124 Logic Prof. Dr. Hasan Ünder 3 0 3 3 6
  Music Education Assoc. Prof. Dr. Salim Sever 3 0 3 3 6
  Mathematics Education era and the World Prof. Dr. Renan Sezer 3 0 3 3 6
  Adult Education and Lifelong Learning Assoc. Prof. Dr. Gülden Akın 3 0 3 3 6
ESP 120 Art and Children Assoc. Prof.Dr. Dilek Acer 3 0 3 3 6
ESP 128 Psychology of Personality and Values Assoc. Prof. Dr. Metin Pişkin 3 0 3 3 6
ESP 126 Helping Skills Assist. Prof. Dr. Gökhan Atik 3 0 3 3 6
ESP 130 Research Methods in Social Sciences Assoc. Prof. Dr. Deniz Gülleroğlu 3 0 3 3 6
ESP 112 Cognitive Developmental Psychology Prof. Dr. Müge Artar 3 0 3 3 6
ESP 131 Language Arts in the Elementary School Assist. Prof. Dr. Ayşegül Bayraktar 3 0 3 3 6
ESP 135 Research in Teaching Writing Assist. Prof. Dr. Ayşegül Bayraktar 3 0 3 3 6


This  course helps students think in new ways about the variety of challenges they encounter and the strategies they can use to manage their overall career development.The main objective of the course is to improve students’ career counselling knowledge and skills as to help their clients effectively.The content of the course is as follow: (1) The role, tasks and competencies of career counsellors. (2) Basic concepts of career counselling; (3) Helping skills; (4) Career planning process; (4) Measurement and Evaluation of clients; (5) Labour market and career information; (6) Decision making and action plan; (7) Theories of career counselling; (8) Job-search strategies; (9) CV writing;  (10) Job Interview techniques; (11) Computer assisted career counselling systems

The course  is intended for  all Erasmus  students, who are need  to  have a realistic attitude toward work and possessing the requisite skills for handling work related challenges underlies career adaptability.


This course intends to give a general view about the concept of peace in religious. the religious text and context relationships will be the main focus and contribution of religion to the concept of living together will be analysed under theoretical and practical examples.


GEOGRAPHY OF TURKEY I: Physical Geography of Turkey

Course Description:

The purpose of this course is to provide information related with the Physical Geography of Turkey, its main parts are General Geological Structure of Turkey, Geomorphology, Hydrography, Climatology, Soil and Vegetation Geography of Turkey.

Objectives of the Course :

To gain basic knowledge about the physical geography of Turkey:

  • Geomorphology,
  • Hydrography,
  • Climate
  • Soil;
  • Vegetation geography of Turkey.

Learning Outcomes:

At the end of this course, students;

  •  Gain basic concepts of physical geography of Turkey,
  • Acquire knowledge about landforms, climate, soil and vegetation of Turkey

Content of the Course:

General geological structure of Turkey,

Geomorphology of Turkey;

Main landforms; mountains, plateau and plains of Turkey

General geomorphologic units; fluvial, volcanic, coastal, karstic, glacial landforms of Turkey

Climate of Turkey; temperature, humidity, pressure and winds

Hydrographical characteristics of Turkey; rivers, lakes, ground water and springs

Soils characteristics; soil types and their spatial distribution in Turkey

Vegetation geography of Turkey

Natural hazards in Turkey

Teaching Methods and Techniques: Lecture, small group discussion, practice, project, virtual field trip, fieldwork.

GEOGRAPHY OF TURKEY II: Human and Economical Geography of Turkey

Course Description:

The purpose of this course is to provide knowledge related with the general features of Turkish population, its distribution and settlements and their main economic resources.

Objectives of the Course :

To gain knowledge about;

  • Main characteristics of population in Turkey, its distribution and problems
  • Main characteristics of settlements in Turkey, their types and distribution
  •  Economic resources of people

Learning Outcomes:

At the end of this course, students will be able to evaluate and make comments on;

  • Main characteristics of population in Turkey, its distribution and problems
  • Main characteristics of settlements in Turkey, their types and distribution
  • Main economic resources of people
  • The problems caused from the population growth

Content of the Course:

  • Population increase
  • Population in Turkey
  • Population Movements
  • History of Settlements
  • Types of Settlements (in rural areas and urban areas) in Turkey
  • Agriculture
  • Cultivation
  • Fishing Industry
  • Industry
  • Trade and tourism

Teaching Methods and Techniques: Lecture, small group discussion, practice, project, virtual field trip, fieldwork.


Course Description: The purpose of this course is to introduce the teacher candidates to the world of social studies teaching and learning in elemantray schools and to help them unlies their intelligence and creativity on this important area. Planning and organizing for instruction; material selection; and evaluation in social studies.

Objectives of the Course: Social studies teaching is organized to prepare teacher education students to teach and commit to social studies curriculum in elementary and middle schools.  Course goals include helping students: a) develop relevant social studies curriculum based upon challenging and value-based content knowledge; b) enhance knowledge of social studies broad goals and values; c) select and utilize materials and strategies for diversity and multiethnic respect and responsibilities; d) connect social studies curriculum to real world concerns; e) utilize diverse technologies in support of effective citizenship education.  Social studies teaching is essential in helping teacher education students acquire knowledge, interactive and informational processing skills, attitudes, values, and commitments necessary for effective teaching of the social studies in elementary and middle schools.  Effective teaching in the social studies is attainment of the goal of effective citizenship (caring to make informed decisions for the common good in a diverse and interdependent world) for all students.

Learning Outcomes:
1. Enhance the concept and experience of thoughtful democratic citizenship.
2. Utilize vital social issues and current events in lesson planning.
3. Demonstrate a firm knowledge base in the social sciences, including history, anthropology, economics, geography, and humanities.
4. Design integrated and themed curriculum for comprehensive social studies.
5. Create learning environments to invite development of healthy self concept and pro-social behaviors.
6. Foster appreciation of individual uniqueness, cultural pluralism, citizenship in the global village.
7. Promote cooperation and conflict resolution so that the classroom and the school can be democratic micro societies.
8. Identify criteria by which one decides what will be learned and what instructional strategies will be employed to deliver that learning.
9. Incorporate local, state, and National Council for the Social Studies standards in SS lesson planning and instructional delivery.
10. Incorporate up-to-date technology and telecommunications in lesson planning and instructional delivery.
11. Promote higher-order thinking and decision making based upon involvement with critical issues.
12. Design authentic, appropriate, and varied forms of evaluation for social studies.
13. Manage the social studies classroom to optimize academically engaged time.
14. Teach so that critical citizenship education can result in constructive social action.

Content of the Course:  Introductions; discussion of syllabus;
Standard: Time, Continuity & Change – local history – guest presenter
Culture – activity on classroom culture; candidate presentation
People, Places, & Environments – Geography activities
Standard: Using Literature to support Social Studies
Integration and Social Studies – develop unit using materials from all classes
Assessing Social Studies Learning
Standard: Individuals, Groups & Institutions; final

Teaching Methods and Techniques: Lecture, group discussion, project based learning, inquiry methods


Course Description: The main goal of the course is to develop understanding about different education systems in comparative perspectives. It provides students with understanding of different systems, their similarities and differences. Also the course provides information about methodology of comparative education.

At the end of the course students will be able to:
– Compare different educational systems using correct methodology
– Understand the structure of different educational systems from pre-school education to higher education

Content of the Course:

– Introduction to field of comparative education
– Compulsory education in different countries: comparing policies
– Comparison of schooling in different countries (from pre-school to higher education)
– Methodology in comparative education
– Analyzing of some international exams (PISA, PIRLS, and TIMSS) with regard to school education.


This course intends to familiarize the students with the main issues and developments in the Turkish educational system and school administration through a survey of system analysis and structure of institutions in the Turkish education system. Beginning from the early ages a historical perspective into the Turkish education is also covered. Goals and principles of Turkish Education, legal basis and regulative processes, structure of Turkish education system, management theories and processes, school organization and administration, personnel, student and instructional processes, administrative processes and community support to school are among the main themes of the course. By the end of the course, the students are expected to develop a comprehensive knowledge and a deep perspective on the basic issues related to Turkish education system and school administration in particular.


Course Description: This course introduces the student to skills that are useful in facilitating helping relationships. Addition to the importance of self-awareness as a helper and ethical boundaries for helping professionals, multicultural awareness in the helping professions will be discussed throughout the course.

At the end of the course students will be able to:

– gain interpersonal and intrapersonal relating skills (How do you see yourself? How do others see you? How do you experience the world?
– learn core-helping concepts, i.e., empathy; nonverbal, reflecting, and paraphrasing skills; treatment planning, and working with special populations.
-think critically, work collectively, and participate accordingly.

Content of the Course:
1. Self Awareness Project (15 possible points)
The purpose of this project is to increase your self-awareness. This project will include two pieces due at different times.

A) (5 possible points) Complete an online personality test based on the Jung/Myers-Briggs typology. You can access this test at Upon completion you will be provided with a description of your personality typology. Print out the initial typology page and attach to a brief (1-2 page) reflection/reaction paper that is due on Tuesday, March 8th. This reaction paper should include your thoughts about how your personality type shapes your personal style of helping.
B) (10 possible points) Cultural Genograms will be introduced in class on Tuesday, March 8th and you will be provided with a sample Cultural Genogram on that day. Your Cultural Genogram is due on Tuesday, March 29th.

You will pair up with a partner in class and will perform a Cultural Genogram Interview that will provide insight into your personality and what has shaped your personality. This will provide an opportunity for you to practice your interviewing skills and to learn more about yourself as a helper. Interview questions and format will be provided for and explained to you prior to the assignment. You will conduct the interviews during the class time on Tuesday, May 10th. The paper describing and evaluating your interviewing skills during the semester is due on Tuesday, May 17th.

2. Multicultural Awareness Paper (15 possible points)
Identify 2 specific groups of people that you might feel uncomfortable working with as a helper specific to the helping field you are most interested in pursuing. Answer the following questions as specifically as possible in a 4-5 page paper on the groups you identified:
1) What experiences have you had with members of this group?
2) What do you think will be difficult about working with members of this group?
3) What biases or stereotypes come to mind when you think about this group?
4) In what ways has the group been portrayed through the media (list specific examples)?
5) What experiences might you seek in order to become more comfortable with members of this group?
Your grade on this assignment will be based on how deep you dive into reflecting on this topic. All responses will be kept confidential; please be honest in your responses. Your grade will not be judged on the content of the assignment but on your ability to reflect on your responses. The paper is due on Tuesday, May 3rd and should be written in 12-point font with 1” margins.

3. Helping Skills Application Presentation (20 possible points)
Topics addressed in this course can often be observed in the media. This assignment is designed to help you recognize and critique how helping skills are applied in representations of helping relationships in the media. Your assignment is to find examples of a helping relationship (e.g., counselor, psychologist, psychiatrist, social worker, mentor, physician, teacher, nurse, coach, etc…) in the media, specifically in a movie or TV show. Present a brief summary and critique of the example you found (by showing a 5 min. clip from the movie, 5-7 min. summary presentation, and 5-7 min. discussion of 1-2 questions about the clip and the helping skills you present; 15-20 minutes total), including a description of the interaction, how it relates to class concepts, whether or not the skills used were effective, and what you think could have been done differently. You will be graded on the appropriateness of the movie clip chosen (5 points), ability to stay within the set time limit (5 points), discussion of at least 10 class concepts (5 points), and well-prepared discussion question (5 points). Presentation sign-ups in which you pick the movie and date you present will be held in class on Tuesday, March 8th. Presentations will be held on May 10th (Please provide a list of the concepts you will be discussing to the professor at the beginning of your presentation). A list of possible movies will be provided, but your suggestions are welcome as well.

4. Self-Assessment of Counseling Skills (25 possible points)
In 5 to 6 pages describe and evaluate counseling skills during the semester. Throughout the semester you should practice your listening/attending and empathy skills in class. During the in-class dyadic practices and the mock counseling sessions, you will receive feedback from the reviewers and fellow students. In the paper, for each conversation experience, you should write down the following:

(1) The situation (e.g., in-class dyad, mock counseling session, informal conversation), (2) Who you were listening/attending to and/or empathizing with (e.g., fellow student, friend), (3) The timeline it occurred during the semester, such as first mock counseling session, in early March), etc., and (4) The specific feedback you received (e.g., “My friend told me that I accurately attended to her feeling of frustration,” “A student told me that my stare was too intense,” “Several students told me that I was fidgeting too much during the mock session.”)

After you have collected all of that feedback throughout the semester you should thoughtfully consider all, and then, summarize what you believe your major strengths and areas that you need to grow more in the following semesters are in regard to your basic listening/attending and empathizing skills. Please follow APA style and formatting in your paper. The paper is due on Tuesday, May 17th.

Evaluation rubric: Evaluation will be based on the clarity of your summarization and the thoughtfulness of your evaluation. You will receive 25 points for a thoughtful well-written summary. Points will be deducted if descriptions are vague and/or lacking in specificity and clarity (Thoughtfulness of the evaluation = 20 points, Clarity of the summarization = 5 points).


In this course, basic concepts in adult education and lifelong learning, andragogy, AE and LLL activities all around the world will be introduced.

Aim of the course is to undertand the concept of adult education and lifelong learning, analyzing the different AE and LLL policies  around the world, gaining the awareness of difference between andragogy and pedagogy.

The following topics  will be discussed;

Introducing the basic concepts in adult education and lifelong learning.

Formal, informal and non-formal learning

Pioneers in AE and LLL

Andragogy and its basic assumptions

Learning approaches in AE

Necessity of adult education

How to plan adult education programs

Learning principles and theories in adult education

The reasons of enrolling and drop-outs in adult education

Lifelong learning policies of EU countries

Disadvantaged-groups in adult education

An example from Turkey: Village Institutes

Different adult education practices around the world


Course Goal: This course introduces fundamental concepts and questions about oral and written language as it relates to classroom instruction and assessment, with opportunities to practice strategies and techniques for planning, teaching, and assessing literacy. Children’s continuing oral and written language growth includes experiences with the writing process, concepts to develop extensive vocabulary, listening, viewing and speaking, and a wide range of literature. The incorporation of children’s literature as a body of knowledge supports effective instructional planning and implementation for literacy development in a print/language rich environment.

Goals and Objectives:

1. Understand and integrate language arts (speaking, reading, writing, and listening) in literacy lessons.
2. Demonstrate knowledge and understanding of the writing process to incorporate communication of ideas and information conventionally, recognizing the power and nature of language and the characteristics of written forms.
3. Identify and demonstrate strategies to model and develop instruction for effective communication through listening, viewing, and speaking.
4. Demonstrate knowledge and understanding of first and second language acquisition and learning.
5. Understand language as a sound/symbol relationship (represents content, form, and meaning) in oral and written forms.
6. Identify and match instruction and assessment with students’ cognitive, social, linguistic, cultural, emotional, and physical needs.
7. Plan, implement, and identify appropriate resources, including a variety of media and children’s literature, that create both language-rich and print-rich environments.
8. Use assessment and other diagnostic strategies to analyze student language and determine appropriate instructional strategies in order to assist the continuous development of the learner; use data from a variety of sources that include both traditional and alternate assessment strategies.



This course investigates main topics in writing education including gender, reading and writing connection, persuasive writing, fiction versus nonfiction, process writing approach, writing conferences. During the semester both theoretical and research based articles will be analyzed and discussed in terms of finding the similarities and differences among them. Based on research findings and recommendations, trends and issues regarding teaching writing will be discussed and assessed.