Communication Faculty - Education

EDUCATION AND TRAINING

1. Program Design and Approval

Curricula for departments and the faculty are developed by academic experts, department heads, and departmental boards after reviewing the programs of nationally and internationally accredited institutions. These curricula are discussed and approved by the Faculty Board before being put into practice. During both the development and implementation of the curriculum, the Faculty Quality Board and the Faculty External Stakeholder and Advisory Board—appointed by the Faculty Quality Board—continuously observe and evaluate the curriculum’s design and execution. This ensures that the suitability of the curriculum for communication education is regularly monitored, shortcomings are promptly addressed through fast decision-making processes, and weaknesses are strengthened.
Student feedback is of great importance in observing and evaluating the effectiveness of the curriculum. Feedback is gathered through various channels: occasional meetings with students, ongoing consultations between academic advisors and students, continuous input from the Faculty Student Representative, and evaluations shared by students returning from internships in the sector. Based on these inputs, the curriculum is updated and reinforced at the end of each academic year.
To provide effective communication education, emphasis is placed on curricula and program structures developed in line with industry perspectives. The Faculty External Stakeholder and Advisory Board, comprising professionals working in various media fields, offers input on the curriculum. Moreover, at conferences, workshops, and symposiums where professionals from the sector are invited to speak, intensive efforts are made to further strengthen the communication education offered by the Faculty of Communication and ensure it meets industry needs. (Evidence: Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi). A database of alumni contact information has been created to facilitate ongoing communication after graduation. The employment rates of graduates—whether employed in their field of study or elsewhere—are tracked through face-to-face meetings, invitations to graduation ceremonies, and surveys administered electronically. These findings are taken into consideration when determining program qualifications.
(Evidence: https://uskudar.edu.tr/tr/icerik/3293/iletisim-fakultesi-mezunlari-kariyer-planlama-calismasinda)

• The alignment of the curriculum implemented in the Faculty of Communication with TYYÇ (Turkish Higher Education Qualifications Framework) learning outcomes is given great importance. For this purpose, course syllabi are reviewed to ensure that each course’s learning outcomes align with the program outcomes, and regular checks are conducted to keep this alignment up to date. To continuously and effectively implement TYYÇ principles, reports of departmental board meetings held at the start and end of each semester are submitted for evaluation by the Faculty Board.
(Evidence: Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi Also see https://sis.uskudar.edu.tr/oibs/bologna/).

1.1. Visibility and Accessibility

All courses listed in the curriculum are visible and accessible via the University Bologna System (BBS) for each department. Detailed information about the instructor, syllabus, learning outcomes, and alignment with program outcomes is published on the faculty’s webpage and made available to both internal and external stakeholders.
(Evidence: Üsküdar University Bologna Information System (BBS) https://sis.uskudar.edu.tr/oibs/bologna/)

1.2. Monitoring

At the end of each semester, feedback from students is collected through surveys and various meetings, where they can share their opinions on the overall functioning and delivery of the programs.
The University Solution Center addresses student complaints and requests in real time.
Close communication is maintained with the Student Council, taking into account matters related to the operation of the university and its programs.
Thanks to our open-door policy, the students’ suggestions and requests are welcomed at any time.
Through the office hours initiative, every faculty member is available in their office on predetermined days and times each week to meet with students; these office hours are also recorded in the Bologna system for students’ reference.
Students are kept informed via digital screens placed on every floor, mobile applications, and SMS notifications.

(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis. Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi.)

1.3. Improvement Process

Program outcomes planned in accordance with the principles established under TYYÇ are evaluated by department faculty members at the end of each semester. Improvements deemed necessary are then planned and implemented following the Plan-Do-Check-Act (PDCA) cycle. The steps taken for the improvement process are as follows:

The academic advisory system is operated effectively, and regular meetings ensure that internal stakeholders are involved in the process.
Due to the effective operation of office hours, feedback from students regarding programs is monitored in real time, recorded, and discussed in relevant committees (departmental boards and the faculty board).
Student opinions on courses and the curriculum are collected via end-of-semester course evaluation surveys. The survey results are used to add or modify mandatory and/or elective courses in the relevant programs.
By allowing students to complete 20 days of mandatory internship and 20 days of voluntary internship, external stakeholders can effectively contribute to the process through the feedback they provide on the competencies and skills of students from the Faculty of Communication. At the end of each academic semester, these stakeholders also offer advisory support to department heads and faculty deans, facilitated by the Faculty Quality Board.
Improvement activities are carried out through departmental boards, the faculty board, student meetings, and—at least twice a year—the Faculty Quality Board.
The extent to which the program’s educational objectives are met and how well they respond to student and societal needs are monitored through the performance of students in domestic and ERASMUS+ internships abroad.
At the end of each academic year, department board meetings review outcomes and make any necessary adjustments to ensure the program’s educational objectives and learning outcomes are met.
At the end of each academic year, departments review and update their curricula based on feedback from students, faculty members, and the Rectorate. Following approval by the faculty board, these updates are presented to the Senate.
The faculty maintains up-to-date practices through internal and multidisciplinary meetings with stakeholders, as well as through events such as Communication Days, “Marka Konuşuyoruz” (Brand Discussions), Public Relations Symposium, New Media Symposium, News Workshop, etc., involving both internal and external stakeholders.
As part of Career Days, students engaged in internships and fieldwork are brought together with external stakeholders, and a variety of activities are organized.
Regular student meetings, alumni surveys, studies on assessment and evaluation methods, evaluations of the academic advisory system, satisfaction surveys, the Solution Center, departmental/faculty boards, and the inclusion of the Faculty of Communication’s student representative in the Faculty Quality Board all contribute to program updates and improvements.

(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi.

2. Student-Centered Learning, Teaching, and Assessment

2.1. Policies and Accessibility

At the Faculty of Communication, and indeed as a core principle of Üsküdar University, education and training are conducted with a student-centered approach. To this end, the Student Council and Student Clubs are actively involved in the process. Various social, scientific, and cultural events co-organized by student clubs and faculty members provide substantial evidence of this approach.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi
Feedback from students is gathered via the Faculty Representative of the Student Council, at least two Rector–Student Meetings per year, meetings with Erasmus students, data from the University Solution Center, the international student coaching system, and the preparatory school student coaching/mentoring program. These are prominent examples of a student-centered mindset in action.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis, Student Advising and Mentoring (COACHING) Practices.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi
In creating course syllabi, a student-centered approach is emphasized. Equal importance is given to ensuring that all outputs related to the syllabi are easily accessible. Courses in the programs have credit values determined by student workload (ECTS), which are published in the Üsküdar University Bologna Information System (bbs.uskudar.edu.tr).
The internship program also reflects a student-centered policy. Each student who must complete 20 working days of mandatory internship is also offered the opportunity to do an additional 20 working days of voluntary internship, if desired. Furthermore, students can secure an internship abroad via the Erasmus+ program. Special care is taken to include these internships in the student’s ECTS workload.
Student satisfaction surveys, administered each semester, are crucial for evaluating all aspects of education and training and for gathering student feedback. At the end of each semester, these surveys are reviewed in the departmental boards and the faculty board. Comprehensive reports are then prepared to be submitted to the University Senate. In this way, the faculty’s student-reflected strengths and weaknesses are identified, and swift action is taken to address any shortcomings.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis, Student Satisfaction Surveys Section.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi
Meetings between the Rector and students also demonstrate the faculty’s student-centered policy. Toward the end of each semester, all students of the faculty come together in an event called “Meetings with the Rector,” where they openly share their criticisms and complaints. After each gathering, the evaluation reports prepared by the faculties and the university are discussed in the relevant faculty committees and the University Senate, leading to rapid resolutions for negative feedback and issues.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi.
The University Solution Center addresses student complaints and requests in real time. Students are informed and encouraged during various meetings to submit any issues clearly to the Solution Center. Every problem that reaches the Solution Center is immediately visible to the Rector, relevant Vice Rectors, the Faculty Dean, the relevant Department Chair, the Associate Deans, the Chair of the Board of Trustees, and all relevant directors, who take prompt action to resolve it.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi.
The student-centered policy is reflected in how courses are conducted. Courses are designed to be interactive, and practical courses that prepare students for their profession are delivered in dedicated facilities—studios, computer labs, news workshops—equipped with extensive resources.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi.
Students are required to attend 70% of theoretical courses and 80% of practical sessions. This requirement is communicated verbally and through the syllabus in the first class. Students who cannot attend exams must provide documentation (medical reports, etc.) and inform the Dean’s Office of the Faculty of Communication. After the transition to online education due to the pandemic, synchronous attendance in classes and exams was recorded via Zoom or Teams within the ALMS environment. Additionally, exam procedures were planned to minimize cheating and other illicit behaviors.
For students with disabilities, the necessary adjustments are made according to their needs. For instance, a reader/scribe is assigned for exams if the student has a visual impairment. Suitable environments and equipment are provided for other disabilities as well.
To meet all the needs of international students, the University’s International Relations Directorate and the Erasmus Office are in charge. Moreover, each department has its own Erasmus coordinator, ensuring the prompt fulfillment of international students’ needs. Through the international student coaching system, immediate solutions can be provided for issues that foreign students face.
(See erasmus.uskudar.edu.tr)
If Erasmus students joining the faculty do not speak Turkish, relevant courses are offered in English, ensuring they can follow the curriculum effectively.
Another key indicator of our student-centered approach is the orientation meetings. At the beginning of each academic year, a comprehensive orientation event is organized for new enrollees, with participation and briefings by the Dean, department heads, all faculty members, and administrative directors.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi.
We have an effective advisory system in place: every student is assigned an academic advisor from the first year up to graduation, ensuring continuous guidance. Office hours further reinforce this advising service.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi.
A significant indicator of the student-centered approach in practice is the use of STIX as a support platform to maintain continuous communication between students and faculty members. Through STIX, instructors and students remain in constant contact, sharing course materials and any relevant information in a highly efficient manner. STIX data are reviewed weekly by the University Senate to ensure the effectiveness and continuity of instructor–student communication.
(See stix.uskudar.edu.tr)
In communication education, learning by doing is of paramount importance. The Faculty of Communication, for example, publishes a newspaper called Haber Üsküdar, organizes Communication Days, and enables students to actively participate in practical education through ÜÜTV and ÜÜ Radio. The faculty also provides a filming studio, news workshop, and computer labs to deliver strong, practical training. Practical courses are predominantly taught by instructors with professional experience, which is highly valued.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi.
Another major indicator of a student-centered approach is the offering of elective courses. In the third and fourth years, students can choose from a broad pool of electives, allowing them to tailor their course schedules according to their interests. A student from one department may take elective courses from other departments or even other faculties. Academic advisors support students in their elective choices to ensure their schedules align with their interests and help them develop a broader vision.
(See bbs.uskudar.edu.tr)
The course information packages are prepared using calculations of credits based on student workload and adhering to TYYÇ, ECTS, and workload standards. Components such as midterm exams, quizzes, assignments, finals, out-of-class study, class participation, practical work, lab work, presentations, etc., are all accounted for under a weekly 25-hour workload. These calculations are based on estimated workload hours determined by departmental academic boards.
(See bbs.uskudar.edu.tr)

2.2. Competencies and Specialization

Alongside providing education and training, universities are also institutions that generate knowledge through research and development. Recognizing this, the Faculty of Communication prioritizes developing a strong academic staff alongside its educational activities. The following measures are taken:

Specialization: Each faculty member is encouraged to specialize in a particular field. Consequently, faculty members’ areas of expertise form the basis for their roles in the educational process.
Encouraging Research and Development: Efforts are made to create favorable conditions for each academic staff member to produce knowledge within their field of specialization, including providing an academic work environment and financial support. Academics are encouraged to participate in and organize scientific activities both at home and abroad—such as conferences and research projects. The university’s R&D unit also offers substantial support in this regard.
Building a Strong Academic Staff: The recruitment and development of research assistants are vital for creating a robust academic team. Research assistants are guided to gain a clear vision and specialization in a specific field, and their master’s and doctoral studies are supported.
Monitoring Activities: Through the Activity Tracking System (FTS), the performance of the teaching staff is monitored comprehensively. Academic leaves are granted to facilitate their professional growth, and the university budget allocates resources for the academic activities of faculty members.
(See: fts.uskudar.edu.tr)

2.3. Student Engagement and Learning Outcomes

At the beginning of each semester, course syllabi and learning outcomes are prepared for every course and shared via the Bologna Information System. These course-level learning outcomes are then compared with the program-level outcomes to evaluate whether the ultimate objectives are being met.
Student feedback is collected through end-of-semester satisfaction surveys, and exam papers are archived. Students are also informed about various topics via STIX (Student Teacher Information Exchange).
Exam results, student surveys, feedback from internship supervisors, and evaluations of practical courses are reviewed at the end of each semester in academic board meetings, where decisions are made to ensure quality assurance.
If program outcomes are not met, root-cause analyses are conducted, and improvements for the relevant department or course are planned and decided upon in academic boards and meetings. Remedial programs are implemented based on consultations with internal stakeholders—such as academic staff and students.
Each academic unit organizes meetings with its students, and both internal and external stakeholders attend orientation and briefing sessions that are duly recorded. Any subsequent curriculum changes are announced on the university’s website.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi.

2.4. Course Content and Methods

Curricula at the Faculty of Communication are drafted by department boards and then submitted for approval by the Faculty Board.

Each department prepares its curriculum based on its goals, mission, and vision, in alignment with the faculty’s mission and vision and the university’s core values, mission, and vision.
During curriculum development, suggestions from internal and external faculty stakeholders and the Faculty Advisory Board are taken into consideration.
The content of each course is created with input from all faculty members in the department. In designing course content, various aspects—such as in-class workload, out-of-class workload, library work, and internship—are taken into account.
Each course must align with the department’s objectives, the educational principles and goals of the faculty, and must also meet industry needs.
When designing course content, syllabi from equivalent programs at other institutions, including international ones, are also reviewed.
Internships serve as an important complementary learning experience for students in the Faculty of Communication. The university has its own internship directive, and the Faculty of Communication has prepared an implementation guide based on this directive, which is published on the faculty website.
A university education also aims to broaden horizons, so it cannot be confined strictly to a student’s department. Hence, students in the Faculty of Communication are encouraged to take elective courses from other departments and fields.
Since a university also plays a role in cultivating culture, a University Culture course is included in the curriculum of the Faculty of Communication—as in all other faculties—and is mandatory for first-year students. Through this course, students actively participate in social and cultural events at the university and the faculty. The course is not counted toward teaching staff workload but is assigned 1 ECTS within the student workload framework.
For every class and section, academic advisors are appointed and remain with the students until graduation, ensuring continuity in advising.
The faculty’s approach to assessment, evaluation, and teaching/learning activities is consistent with the university’s regulations. Accordingly, the university’s methods and principles for assessment and evaluation are specified in the Üsküdar University Associate and Undergraduate Education-Teaching and Exam Regulations and the Üsküdar University Graduate Education-Teaching and Exam Regulations, which are published for internal and external stakeholders. These regulations guarantee the continuity and reliability of the process.
(See: https://uskudar.edu.tr/tr/mevzuat-yonergeler)
Student performance is evaluated using various methods such as midterm exams, final exams, assignments, presentations, projects, and theses. These assessments follow a schedule determined by official directives, communicated through timely updates and seminars, and conveyed to students at the start of each semester. Meanwhile, the Education Commission continuously monitors BDP (Basic Development Program) details, and decisions are shared each semester with faculty members as part of academic staff orientation.
Archiving Course Evaluation Data: Exam papers are systematically sorted, placed in envelopes, and stored in the faculty’s allocated archive space for at least five years. Additionally, digital data from practical courses are stored in the faculty’s shared, networked area.

2.5. Graduation Requirements

Graduation requirements are defined under Article 47 of the Üsküdar University Graduate, Associate, and Undergraduate Education-Teaching and Exam Regulations. A student is eligible for a diploma upon successfully completing all courses, the graduation thesis, and required internships as outlined in the curriculum, with a minimum cumulative GPA of 2.00 out of 4.00. At the beginning of each semester, course syllabi and assessment methods are communicated to students within the scope of the Bologna Process.

2.6. Student Rights

Regulations covering student rights within the faculty are consistent with the University Bylaws and Regulations. Additionally, these rights and obligations are safeguarded by the Student Rights and Responsibilities Directive, which is specific to Üsküdar University. Moreover, to prevent harassment and discrimination, the Directive on Preventing Harassment and Discrimination is in force and serves as a vital assurance for students.
(See: https://uskudar.edu.tr/tr/mevzuat-yonergeler)

2.7. Student Complaints and Suggestions

Student complaints and suggestions are received through the University Solution Center, the Student Advising System, the university website, and face-to-face meetings. The faculty works to resolve these issues and takes the necessary precautions to prevent any recurrence.
(Evidence: Üsküdar University Faculty of Communication 2023–24 Activity Report and Quality Analysis.) Üsküdar Üniversitesi İletişim Fakültesi 2023-24 Faaliyet Raporu ve Kalite Analizi.

3. Student Admission and Development, Recognition, and Certification

Our faculty admits students through the Higher Education Institutions Exam (YKS) administered by ÖSYM, specifically based on scores in the verbal (social sciences) category. Student mobility is supported through Erasmus exchange programs. Horizontal transfers, vertical transfers, admissions of international students, and double-major and minor enrollments all adhere to Üsküdar University’s Regulations and Directives.
(See: https://uskudar.edu.tr/tr/mevzuat-yonergeler)

Table 1: 2024 Faculty Enrollment Rates