Courses in English


CodeCourseInstructor ECTS
ESP 110 Theories and Techniques of Career Counselling Prof. Dr. Metin Pişkin6
ESP 125Peace in Interreligious LearningProf.Dr. Mualla Selçuk6
ESP 142Geography of Turkey I: Physical Geography of TurkeyAssoc. Prof. Dr. Onur Çalışkan6
ESP 143 Geography of Turkey II: Human and Economical Geography of TurkeyAssoc. Prof. Dr. Onur Çalışkan6
ESP115Human Resource ManagementAssoc. Prof. Dr. Şakir Çınkır6
ESP 119History of EducationProf. Dr. İsmail Güven6
ESP 129Comparative EducationAssoc. Prof. Dr. Berna Aslan 6
ESP 127Turkish Education System and CurriculumAssoc. Prof. Dr. Fatma Mızıkacı6
ESP 122Instructional Principles and MethodsAssoc. Prof. Dr. Fatma Mızıkacı6
ESP 124LogicProf. Dr. Hasan Ünder6
ESP 133Music EducationAssoc. Prof. Dr. Salim Sever 6
ESP 144Mathematics Education era and the WorldProf. Dr. Renan Sezer6
ESP 136Adult Education and Lifelong LearningAssoc. Prof. Dr. Gülden Akın6
ESP 120Art and ChildrenAssoc. Prof.Dr. Dilek Acer6
ESP 128Psychology of Personality and ValuesAssoc. Prof. Dr. Metin Pişkin6
ESP 126Helping Skills Assist. Prof. Dr. Gökhan Atik 6
ESP 130Research Methods in Social SciencesAssoc. Prof. Dr. Deniz Gülleroğlu 6
ESP 112Cognitive Developmental PsychologyProf. Dr. Müge Artar6
ESP 131Language Arts in the Elementary SchoolAssist. Prof. Dr. Ayşegül Bayraktar6
ESP 135Research in Teaching WritingAssist. Prof. Dr. Ayşegül Bayraktar6
ESP 137Technology Society and EducationAssoc. Prof. Dr. Tuğba Öztürk6
ESP 138Children RightsAssist. Prof. Dr. Pelin Taşkın6
ESP 139Applied Behavior Analysis Assist. Prof. Dr. Şeyda Demir6
ESP 140Teaching in Digital AgeProf. Dr. Yasemin Gülbahar Güven6
ESP 141College Adjustment and Wellness PracticesDr. Nesime Can6

Please continue to see whole courses.



Instructor: Prof. Dr. Metin PİŞKİN

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 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


Instructor: Prof. Dr. Mualla SELÇUK

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

Instructor: Assoc. Prof. Dr. Onur ÇALIŞKAN

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

Instructor: Assoc. Prof. Dr. Onur ÇALIŞKAN

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.


Instructor: Assoc. Prof. Dr. Şakir ÇINKIR

Course Description: Contributing Student’s to recognize  field of human resources management such as job designing, planning and recruitment, staffing, personnel training, career development, performance appraisal and management, direct and indirect compensation, health and safety.

Objectives of the Course: 

  • to recognize differences between human resources management and personnel management
  • to obtain an understand, knowledge and skills in terms of  job designing, job analysis
  • to obtain competence in terms of  personnel selection techniques
  •  to obtain an understand, knowledge and skills in terms of  performance appraisal methods and techniques
  •  to gain information about on the job and of the job employee training
  • to understand the compensation
  • to gain information about career planning and development

Learning Outcomes: In this course, student will be able to develop some competencies as follows: job designing, planning and recruitment, staffing, personnel training, career development, performance appraisal and management, direct and indirect compensation, health and safety In public and private institutions.

Content of the Course: 

  1. 1. Management and human resources management
  2. 2. Emplyee training and develeopment
  3. 3. Needs assessemnet techniques
  4. 4. Job designing: Organizational analyses, job descriptions, Job flowing charts, job analyses, motion-study
  5. 5. Personnel selecting and recruitment techniques
  6. 6. Compensation
  7. 7. Personnel evaluation and job assesment
  8. 8. Motivation
  9. 9. Employee training and staff development
  10. 10. Retirement
  11. 11. Employee health and safety

Teaching Methods and Techniques: Group discussions, inviting guests, portfolio development, team works, conference, films


Instructor: Assoc. Prof. Dr. Berna ASLAN

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.


Instructor: Assoc. Prof. Dr. Fatma MIZIKACI

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.


Instructor: Assist. Prof. Dr. Gökhan ATİK

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).


Instructor: Assoc. Prof. Dr. Gülden AKIN

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


Instructor: Assist. Prof. Dr. Ayşegül BAYRAKTAR

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.



Instructor: Assist. Prof. Dr. Ayşegül BAYRAKTAR

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.


Instructor: Assoc. Prof. Dr. Tuğba ÖZTÜRK

The aim of the course is to provide an overview of relationship between society, philosophy and education. In this scope, it is aimed to introduce basic concepts and theories, seminal works, implications in intersection of society, philosophy and education.

Week 1: Introducing the course: methodology, reading list, assessment and basics of technology philosophies and sociology.

Week 2 : Philosophy and Education

Week 3: Society and Education

Week 4: Technology and Education

Week 5:  Determinism, pragmatism and influential authors:  Aristoteles, Heidegger, Orwell, Dewey, Bacon etc.

Week 6: Reflections of technology philosophy in the field of education

Week 7: Readings: Guns, Germs and Steel & Algorithmic Life

Week 8: Ethics, moral values and the İnternet

Week 11: Review of big scale educational technology projects in different nations

Week 12:  Society of Spectacles, media and education. Overview of the course. Discussing about group work reports.

Students’ qualitative and quantitative participants will be taken into account and also the reports produced by the students as assignments will be counted.


Instructor: Assist. Prof. Dr. Pelin TAŞKIN

This course intends to familiarize the students with the main concepts and principles of child law. Concept and principles of children rights and historical background of children rights, United Nations Convention on Children Rights, children‘s rights in schools, freedom and welfare rights in school, children rights in child protection systems, children rights in the workplace 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 children rights and be aware of protection of children against neglect and abuse, thus the lecture will contribute to develop an education system, which is sensitive for the rights, freedoms and reputation of children.

Upon the successful completion of this course, students will be able to

  • each children’s rights in the classroom,
  • evaluate and make comments on legal duties of the state on children rights,
  • take initiatives against child neglect and abuse.
  • increase the awareness of children rights in their school community.
  • explain the children rights, right to education, child protection systems and child advocacy.


Instructor: Assist. Prof. Dr. Şeyda DEMİR

Course Description: The aim of this course is to teach the basic concepts of applied behavior analysis to teacher candidates.

Course Content: Foundations of applied behavior analysis, history, definitions, principles; applied behavior analysis and ethics; behavioral goals and targets, identification, measurement and recording behaviors; analysis and evaluation of data collected for the target behaviosr; the use of data to decide what to teach; identification of the functions of the behaviors; behavioral principles and transaction processes; reinforcement types and usage; tangible reinforcers, token economy; principles or procedures for the acquisition of new behaviors; principles and behaviors to reduce problem behaviors; cost of response and time-out; ensuring generalization; single subject and research methods.

Course Learning Outcomes

1) Remembers the concepts of applied behavior analysis.

2) Explains principles of applied behavior analysis for individuals with special needs.

3) Explains principles or procedures for the acquisition of new behavior.

4) Explains single subject and research methods.

5) Explains behavior management strategies.


Instructor: Prof. Dr. Yasemin GÜLBAHAR GÜVEN

Course Description:

This course aims to provide the framework that guide effective teaching in an age where we are surrounded by technology. Dealing with such a changing and challenging youth, every instructor has something unique and special to bring to his or her teaching in the way she/he perceives technology and integration of technology into education. Hence, besides providing conceptual knowledge and skills, practical implementations will be shared. 

Course Contents:

  1. 1. Digital Divide in Education
  2. 2. The Nature of Knowledge and Teaching
  3. 3. Instructional Approaches (online, blended and face-to-face)
  4. 4. Technology Integration into Education
  5. 5. Innovative Pedagogical Approaches
  6. 6. Use of Media in Education
  7. 7. Instructional Content and Modes of Delivery
  8. 8. Trends in Future Education
  9. 9. Quality Assurance for the Digital Age
  10. 10. Building an Effective Teaching-Learning Process

Course Evaluation:

This course will use e-portfolio approach for evaluation. Students’ cognitive and constructive efforts will form the bases for both process and product evaluation.


Instructor: Nesime Can, Ph.D.

Course Description

In this course, students will learn and develop stress management skills for managing college adjustment issues, and coping skills to handle stressors along with learning the development of wellness plans to obtain or improve an overall sense of wellbeing in a new culture.

This course will also provide students with a basic framework for understanding of the college adjustment issues and concept of wellness while learning and practicing the various proven techniques. Both theory and practice will be emphasized, however the course is primarily experiential based. The course is applicable for all college students who are interested in experiential courses and reflecting their lives.

Specific Learning Outcomes

  1. 1. Students will demonstrate an understanding of college adjustment process as an international student.
  2. 2. Students will demonstrate an understanding of the concept of wellness and practice evidence-based wellness intervention.
  3. 3. Students will demonstrate an understanding of stress as it relates to overall wellness and its prevention.
  4. 4. Students will demonstrate the ability to learn and practice various techniques to improve an overall sense of wellbeing and counter the effects of stress on the mind and body.
  5. 5. Students will demonstrate the ability to plan and develop a personal wellness plan to counteract stress and adjustment issues related symptoms that interfere with health or productivity.

Course Topics

College adjustment, acculturation and adjustment related issues

The concept of wellness and wellness focused interventions

Development of a personal wellness plan

Social and emotional wellness & stress management

Practicing stress management techniques

  • Breathing exercises
  • Body awareness
  • Simple meditation and mindfulness exercises
  • Visualization & imagery
  • Refuting irrational thoughts