EPO606 - INTERPERSONAL RELATIONS and COMMUNICATION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| INTERPERSONAL RELATIONS and COMMUNICATION | EPO606 | 1st Semester | 3 | 0 | 3 | 7 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Discussion Team/Group Work Other: PowerPoint presentations. | |||||
| Instructor (s) | Prof. İbrahim Yıldırım | |||||
| Course objective | This course aims to provide students to learn and use the communicative skills. | |||||
| Learning outcomes |
| |||||
| Course Content | Definition of communication and factors effecting communication, Classification of communication (one way-two way communication, positive-negative communication etc.), Self knowledge in communication (Jo-Hari Window), Listening skills (passive-active listening), Responding (empathy, reflection of feelings, I message, ego-enhancing messages, etc.), Asking questions and giving feedback, Nonverbal communication, Communication barriers, Communication conflicts and solution methods. | |||||
| References | Cüceloğlu, D. (2000). Yeniden İnsan İnsana. İst:Remzi Yay. Mc.Whirter, J. ve Voltan-Acar, N. (2000). Çocuk ve Ergenle İletişim. Ankara:US-A Yayınları. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Definition of communication and factors effecting communication |
| Week 2 | Classification of communication (one way-two way communication, positive-negative communication etc.) |
| Week 3 | Self knowledge in communication (Jo-Hari Window) |
| Week 4 | Self knowledge in communication (Jo-Hari Window) |
| Week 5 | Listening skills |
| Week 6 | Midterm exam |
| Week 7 | Listening skills |
| Week 8 | Responding (empathy, reflection of feelings, I message, ego-enhancing messages, etc.) |
| Week 9 | Asking questions and giving feedback |
| Week 10 | Midterm exam |
| Week 11 | Asking questions and giving feedback |
| Week 12 | Nonverbal communication |
| Week 13 | Communication barriers |
| Week 14 | Communication conflicts and solution methods |
| Week 15 | Communication conflicts and solution methods |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 2 | 50 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 2 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 6 | 84 |
| Presentation / Seminar Preparation | 2 | 22 | 44 |
| Project | 0 | 0 | 0 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 2 | 10 | 20 |
| Final Exam (Study duration) | 1 | 20 | 20 |
| Total Workload | 33 | 61 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Able to comprehend the basic concepts, principles and theories of curriculum development. | X | ||||
| 2. Able to interpret the basic concepts, principles and theories of teaching?learning processes. | X | ||||
| 3. Able to analyze the basic concepts, principles and approaches of curriculum development. | X | ||||
| 4. Able to comprehend the basic concepts and principles of scientific research methods. | X | ||||
| 5. Able to carry out a research in a scientific way both individually and with a team. | X | ||||
| 6. Able to develop curricula in different levels and disciplines that are qualified as to enable students comprehend the nature of science. | X | ||||
| 7. Able to design effective teaching and learning environments in different levels and disciplines that will enhance meaningful learning. | X | ||||
| 8. Able to assess the effectiveness of curricula in different levels and disciplines. | X | ||||
| 9. Able to design/assess life-long learning programs for adults to realize the requirements of life-long learning. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest