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1 qwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwer tyuiopasdfghjklzxcvbnmqwerty YBUSFL TEACHER HANDBOOK uiopasdfghjklzxcvbnmqwertyui 2014 opasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzx cvbnmqwertyuiopasdfghjklzxcv bnmqwertyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzxcvbnm qwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmrtyui

2 A. FOREWORD: MESSAGE FROM THE DIRECTOR B. YBU SCHOOL OF FOREIGN LANGUAGES: MISSION AND ORGANISATION MISSION The primary objective of the School of Foreign Languages is to provide English language education to its students, thus ensuring that the students use English effectively in their academic studies and professional lives, in line with the quality requirements applied at international level for today s foreign language education. To that end, the aims and objectives related to learning teaching assessment evaluation, as established within the Common European Framework for Languages are applied under the school curriculum by a professional academic and administrative management. Programs have been prepared, focusing primarily on general-purpose and academic English at the preparatory school and secondarily, with a view to ensure continuity, on professional English that fulfills the English requirements at undergraduate and post-graduate levels for the relevant faculties and departments of Yıldırım Beyazıt University educating in English. With the purpose of giving support in addition to the in-course educational activities through the experienced and qualified academic staff of the School of Foreign Languages, an independent learning center and a teaching and learning center equipped with the stateof-the-art education technologies offer services to undergraduate and post-graduate students. VISION Our vision is to achieve overall quality in higher education with the help of its operative technical infrastructure and competent academic staff, to integrate modern approaches, methods and techniques in language learning with our objectives and purposes, to create always and easily accessible course resources for our students and to become one of the schools with well-developed academic features. TEACHING METHODOLOGY For any kind of learning to take place, the key point is the student and his desire to learn. When someone is curious about some subject or has some important questions that he desperately wants to answer, he will certainly find a way out using very creative strategies. In this regard, as facilitators of students learning process, here at SFL, our primary purpose is creating curiosity in them, and arranging environments such that they allow discovery and creativity, through which students will be motivated to take or produce language samples, work on them, question them, and play around them in the ways they like. We believe, as students get more into this, they will devise their unique ways of learning, determine their best methods, choose their priorities, and then proceed at their own pace, or they will even modify our role as teachers based on their needs. They will become independent learners who can do research and use technological tools or virtual environments to their benefit. 1

3 Accordingly, at SFL, to achieve this supportive and constructive environment that is conducive to language learning, in framing our teaching practices aligned with our views of language and language learning, we follow an eclectic language teaching methodology and derive ideas from a broad and diverse range of sources. Our decisions are further reflected in our instructional design features: In our school, use of multi-media classrooms to appeal to as many senses as possible while also providing easy access to various online resources creates an inspiring and curiosity feeding setting and helps to achieve supportive teacher-student and student-student relations. Teachers help students develop positive attitudes towards learning and the subject matter itself, encouraging them to take the responsibility of their own learning, reflect on their process, and work in cooperation with each other. There is a strong presence of the teacher in terms of providing information and guidance when necessary. Lessons are tailored around real-world topics, which arouse interest and let students explore, discover, and expand themselves as well as questioning their ways of thinking. Interesting themes give them a basis for understanding and acquiring new language structures and patterns, language develops along with cognition, social awareness, and language is used as well as talked about. Students are motivated to include their own concerns, perceptions, values, and emotions into what they are doing via these challenging but manageable activities so that they can personalize the whole process as well as achieving a sense of success. These language and content activities, presented in an integrated fashion, do not only include basic interpersonal language skills such as situational, daily exchanges but also cognitive academic language skills such as problem-solving. There are multiple sources of evaluation in SFL such as midterms, quizzes, portfolio tasks, and online assignments, which focus on the student improvement over time. Students receive detailed individual feedback on their work from their teachers as well as their peers and become aware of their strengths and the points they need to improve. They are also encouraged to assess their own progress using self-evaluation checklists. SFL, incorporating broader engagement with language, aims to stimulate the intellectual (critical, analytical, creative, intuitive, productive), communicative, and affective (sensibility to other human realities as well as self-awareness) response of students, and help them make use of these gains in their future life. C. THE PREPARATORY PROGRAM TEACHING UNITS/LEVELS The seven teaching units/ levels in the program are named as Basic (A), Basic + (A+), Independent (B), Independent + (B+), Upper (C), Upper + (C+) and Advanced (C++). In relation to the level specifications of Common European Framework (CEF), which is the basis for the curriculum formed by the international standards, these teaching units/levels can be defined as follows: COURSES/AIMS OF THE COURSES Basic (A) 2

4 This teaching unit is the lowest level of language use at which the student can communicate in a short and simple way by asking and answering simple questions about familiar people, objects and places; can listen and understand words and/or short sentences if people speak slowly and clearly; can read and understand simple forms and short messages; can write short and simple sentences about familiar topics such as themselves, their families, places they know etc.; can show limited control of simple grammatical structures and has very basic repertoire of words and simple phrases on familiar topics. Basic+ (A+) This level reflects most of the features of waystage specification of CEF. At this level, a wide range of descriptors reflecting social functions such as using polite forms of greeting, making and responding to invitations or offers etc. appear. Thus, the student, at this level, can exchange ideas and information on familiar topics in predictable everyday situations; listen and understand what is said clearly, slowly, directly to them in simple everyday conversation; can identify general and specific information in simpler written material such as short newspaper articles, brochures, letters, s etc.; can write short descriptions of people, places, processes and personal experiences in a unified and coherent paragraph ; can use some simple structures correctly and has adequate vocabulary to conduct everyday transactions about familiar situations. Independent (B) This level reflects a strong waystage performance together with a few features of Threshold specification of CEF. The same features at Basic + (A+) continue to be present but the student is more active and comfortable in simple and everyday conversation when compared to the previous level. At this level, the student can manage simple, routine everyday tasks without too much effort because s/he can use more grammatical structures accurately and has more extended vocabulary compared to the previous level. At this level, the student can also perform a few of the goals of Threshold specification such as listening and understanding the main points in discussions, conversations and interviews; reading and understanding the main points in straightforward factual texts on subjects of personal and professional interest. Actually, the student can start, maintain and close simple face to face conversations, discussions and interviews on topics that are familiar or of personal interest. Independent + (B+) This level reflects most features of the Threshold specification of CEF and can be defined by two main features; the ability to maintain interaction and get across what they aim at in a variety of contexts and the ability to cope with common problems in life such as dealing with less routine situations on public transport and entering unprepared into conversations on familiar topics. In brief, the student at this level can follow in outline straightforward short talks, presentations and conversations on familiar topics provided these are delivered in clearly articulated standard speech; can maintain a conversation on topics that are familiar or of personal interest and can help to keep it going by expressing and responding to suggestions, opinions, attitudes, advice, feelings; can read with more independently by using dictionaries and other reference sources when necessary; can write papers developing their argument with appropriate highlighting of significant points and relevant supporting details. Upper (C) This level represents a strong Threshold performance. The two features of B+ continue to be present with the addition of more descriptors. At this level, the student can understand in detail what is told to him in conversations; can follow the essentials of lectures and other forms of academic or professional presentations; can read and understand with a large degree of independence and can obtain information from highly specialized sources within his/her field; can give clear and systematically developed presentations; can write essays and reports which develop arguments systematically in a coherent and unified way. In fact, the student at 3

5 this level can show relatively a high degree of grammatical control and has a sufficient range of vocabulary to give clear descriptions. Upper + (C+) This level includes a few features of Vantage level specifications. The focus on argument present at Independent + (B+) continues, this time with an emphasis on social discourse. Hence, the student can understand the spoken language even in noisy environment; communicate spontaneously and fluently so s/he can interact with native speakers comfortably. The other emphasis at this level is on language awareness as the student can correct their own mistakes if they led to misunderstanding or correct slips and errors if s/he is aware of them. As for reading, the student at this level, can understand not only articles in their area but also specialized articles outside their own field if they occasionally check with a dictionary. Upper ++ (C++) This level involves some features of Vantage level specifications. The emphasis on argument, effective social discourse and language awareness present at C+ continues. In addition, the student at this level can understand recordings in standard dialect likely to be encountered in social, academic and professional life; can read and understand specialized articles outside his/her field of study provided that he/she uses a dictionary to confirm his/her interpretation of terminology; can scan through long and complex texts, locating relevant ideas; can write clear and detailed descriptions of events and experiences by following established conventions of the genre concerned; can communicate spontaneously often showing remarkable fluency and ease of expression; has good grammatical control and wide range of vocabulary use but may experience difficulty with low frequency words. CURRICULUM PRINCIPLES The aforementioned descriptors regarding each level reveal that there is a spiral curriculum implemented at School of Foreign Languages (SFL) at Yıldırım Beyazıt University (YBU), meaning that the goals and objectives of the previous and/or lower levels are repeated at each level and new goals and objectives relevant for the natural process of language learning are added. There is a learner centered curriculum implemented at SFL at YBU. This means that during the design and implementation of the curriculum the learners needs and interests are taken into account. In the light of this view, the learning styles and strategies are considered. Together with this, the students are encouraged to show the qualities of an autonomous and/or independent learner. To promote these, there is an Independent Learning Center (ILC) established within the school. There are some of the elements of the social constructivist curriculum. Thus, this curriculum enables students to survive in both academic and real life situations. This is achieved through sustaining a collaborative learning environment. The curriculum at SFL at YBU is to provide its students with English language education in accord with the quality conditions applied at an international level. The specifications of this curriculum are based on the ones presented at Common European Framework(CEF) Size of Classes The classrooms connsist of approximately students Length of Course Courses are provided as 2 periods in a semester and as 4 periods in an academic year. Each period lasts 8 weeks. 4

6 After each period, there is one week-off during which no courses are given as the previous period is evaluated and upcoming period is arranged. Each course lasts 45 minutes and there is a 10 minute-break between courses. Total weekly course duration is different for each level as follows: 23 hours for A, A+ 21 hours for B, B+, C, C+ and C++ Textbooks The textbooks studied at each level are as follows: A level: Speakout (Starter)and Writing Pack A+ level: Language Leader (Elementary), Reading Explorer 1, Mygrammar Lab (A1-A2) and Writing Pack B level: Language Leader (Pre-Intermediate), Reading Explorer 1, Mygrammar Lab (A1- A2/B1-B-2) and Writing Pack B+ level: Language Leader (Intermediate), Reading Explorer 2, Mygrammar Lab (B1-B2) and Writing Pack C level: Language Leader (Upper-Intermediate), Reading Explorer 2, Mygrammar Lab (B1- B2) and Writing Pack C+ and C++ levels: Focus on IELTS and Writing Pack Repeat Classes: TA level: Top notch and Writing Pack TA+ level: Q Skills Reading&Writing 1, Q Skills Listening&Speaking 1, Panaroma 1, Mygrammarlab (A1-A2), and Writing Pack TB level: Q Skills Reading&Writing 2, Q Skills Listening&Speaking 2, Panaroma 2, Mygrammarlab (A1-A2/B1-B2), and Writing Pack TB+ level: Q Skills Reading&Writing 3, Q Skills Listening&Speaking 3, Panaroma 3, Mygrammarlab (B1-B2), and Writing Pack TC level: Focus on IELTS and Writing Pack ASSESSMENT AND EVALUATION Assessment The students are at SFL, YBU are assessed at the beginning, during and at the end of the process. The assessment procedures are as follows: 5

7 The students who enter the university first take the Placement Test, the aim of which is to place the students at the appropriate level. The students who get the required score at the Placement Test have the right to take the Assessment in General Exam (AGE). Those who get 69,5 out of 100 start their departments. Those who get below 69,5 are placed at the suitable level. During each period, the students are assessed through: two midterms, four quizzes, portfolio tasks and online homework. The percentages of each assessment procedure are as follows: Midterm 1: 24 % Midterm 2: 40 % Portfolio Tasks: 8 % Online Homework: 8 % Four Quizzes: 20 % At each level, the students are expected to get at least 59,5 grade point average to move on to the next level. Those who get below 59,5 grade point average repeat the level that they are studying. The contents of the midterms and quizzes are in the attached file. The portfolio tasks include the writing and speaking assignments related to each level. The writing tasks are written twice as first draft and final draft. The students are expected to correct their mistakes in the first draft by making use of the correction codes provided by the instructors (these codes are in the attached file) and write the final draft. Each draft of each writing task is graded by the instructors. At the end of the first semester and second semester, the students who get 79,5 grade point average at level B, 59,5 grade point average at level B+ and who are at level C, C+ and C++ have the right to take the AGE. Those who get 69,5 points in AGE can move on to their departments. For those who get between 59,5 and 69, their cumulative grade point averages are considered. 50 % of their cumulative grade point average and 50 % of their AGE score are added. If it is at least 69,5, they can move on to their departments. * The grading procedures and the rubrics are in the attached files (All the rubrics are in appendix) Evaluation There are two types of program evaluation conducted at SFL at YBU; formative evaluation and summative evaluation Formative Evaluation It is carried out through weekly level meetings where the instructors teaching at the same level come together and discuss the strengths and weaknesses of the curriculum, syllabi, teaching process and the assessment procedures such as midterms, quizzes, portfolios, online homework etc. They also discuss the problems resulting from the classroom environment and students and make suggestions to improve the teaching-learning process. These meetings are led by the level coordinators who take notes on the issues discussed and convey them to whom they may concern. The necessary changes are made during the process. 6

8 meetings that are held at the end of each four periods. During these meetings, the period is evaluated by all the instructors and administrators. Although the similar issues discussed at the level meetings are considered, these meetings are more comprehensive. What is significant about these meetings is that the issues related to the upcoming period are determined and the necessary precautions are taken. classroom observations done by the professional development and support unit PDS). The related people observe the classrooms (instructors, students, classroom atmosphere etc.) and reflect on the strengths and weaknesses of that specific course observed. By using the comments of the PDS unit, the instructors improve their teaching-learning practices during the process. classroom reflections by which the instructors can have the chance to evaluate their teaching-learning practices through the guidance provided by the PDS unit. Summative Evaluation It is carried out through the surveys conducted with the instructors. The teachers fill in forms about the strengths, weaknesses, opportunities and threats. The administration also sends questionnaires designed considering the issues discussed in the aforementioned forms via survey monkey. the surveys carried out with the students. They are asked to fill in questionnaires including various questions about the program and the instructors. These questionnaires are posted on the internet. the end of year meetings where all the administrators, coordinators and instructors come together to evaluate the whole academic year. COMMUNICATION (WHO IS WHO) General Coordinator should be consulted when there is a problem/situation resulting from course materials (e.g. Tapes, CDs, DVDs, Projectors, Course books etc.) about classroom discipline related to professional issues about schedules about codes for online assignments for social gatherings for leave for curricular and extracurricular activities (e.g. spring feast, debates, drama etc.) Level Coordinators should be consulted when there is a problem/situation about the curriculum 7

9 related to the syllabi related to the content of exams about the need for extra materials and activities about the classroom environment (e.g. how to motivate students) Secretaries should be consulted when there is a problem/situation for annual leave for official correspondence for stationery for medical reports and unattendance of students Testing Unit should be consulted when there is a problem/situation related to quizzes, midterm exams and AGE RESOURCES/FACILITIES INDEPENDENT LEARNING CENTER (ILC) The purpose of ILC is to provide students with the opportunity to improve their academic skills for reading, writing, listening and speaking in order to help them reach a high English level. It also helps them to gain effective study habits and independent learning skills. It provides the students with the opportunity to strengthen their language skills and to improve their personal skills and abilities independently without any help. To benefit from their studies, the students should do the following; to spend more time at ILC, to be patient and to study regularly. Their belief in success will improve their motivation. ILC Sources Computers Books LIBRARY The purpose of the library is to support the teaching-learning practices and researches done at the university, to provide all the information sources necessary for the academic staff, students and the other users, to arrange it according to the principles of librarianship and to provide them for the users in the most convenient and rapid way. 8

10 EĞĠTĠM ÖĞRETĠM YILI AKADEMĠK TAKVĠMĠ GÜZ YARIYILI ORYANTASYON PROGRAMI 24 Eylül 2014 YABANCI DĠL DÜZEY BELĠRLEME (YDDS) VE MUAFĠYET Eylül 2014 SINAVI (YDMS) BAġVURU TARĠHLERĠ (HAZIRLIK SINIFININ ZORUNLU OLDUĞU BÖLÜMLERE YENĠ KAYIT YAPTIRAN, YATAY GEÇĠġ YAPAN VE YDMS'DEN MUAF OLAMAMIġ ve HAZIRLIK TEKRARI YAPACAK TÜM LĠSANS/LĠSANSÜSTÜ ÖĞRENCĠLER) YABANCI DĠL DÜZEY BELĠRLEME SINAVI (YDDS) 12 Eylül 2014 YDDS SONUCUNUN ĠLANI 12 Eylül 2014 YABANCI DĠL MUAFĠYET SINAVI (YDMS) Eylül 2014 YDMS SONUCUNUN ĠLANI 18 Eylül DEVRE DERS BAġLAMA TARĠHĠ 22 Eylül DEVRE DERS BĠTĠġ TARĠHĠ 14 Kasım DEVRE DERS BAġLAMA TARĠHĠ 24 Kasım DEVRE DERS BĠTĠġ TARĠHĠ 16 Ocak 2015 YABANCI DĠL MUAFĠYET SINAVI (YDMS) BAġVURU Ocak 2015 TARĠHLERĠ (HAZIRLIK SINIFININ ZORUNLU OLDUĞU BÖLÜMLERE YENĠ KAYIT YAPTIRAN, YATAY GEÇĠġ YAPAN VE YDMS'DEN MUAF OLAMAMIġ ve HAZIRLIK PROGRAMINA DEVAM ETMEYEN TÜM LĠSANS/LĠSANSÜSTÜ ÖĞRENCĠLER) YABANCI DĠL MUAFĠYET SINAVI (YDMS) Ocak 2015 YDMS SONUCUNUN ĠLANI 30 Ocak 2015 BAHAR YARIYILI 3. DEVRE DERS BAġLAMA TARĠHĠ 16 ġubat DEVRE DERS BĠTĠġ TARĠHĠ 10 Nisan DEVRE DERS BAġLAMA TARĠHĠ 20 Nisan DEVRE DERS BĠTĠġ TARĠHĠ 12 Haziran 2015 YABANCI DĠL MUAFĠYET SINAVI (YDMS) BAġVURU 8-12 Haziran 2015 TARĠHLERĠ ( YDMS'DEN MUAF OLAMAMIġ ve HAZIRLIK PROGRAMINA DEVAM ETMEYEN TÜM LĠSANS/LĠSANSÜSTÜ ÖĞRENCĠLER) YABANCI DĠL MUAFĠYET SINAVI (YDMS) Haziran 2015 YDMS SONUCUNUN ĠLANI 22 Haziran 2015 YAZ OKULU YAZ OKULU BAġVURU TARĠHLERĠ Haziran 2015 DERSLERĠN BAġLAMA TARĠHĠ 29 Haziran 2015 DERSLERĠN BĠTĠġ TARĠHĠ 7 Ağustos 2015 YABANCI DĠL MUAFĠYET SINAVI (YDMS) BAġVURU TARĠHLERĠ ( YDMS'DEN MUAF OLAMAMIġ ve HAZIRLIK PROGRAMINA DEVAM ETMEYEN TÜM LĠSANS/LĠSANSÜSTÜ ÖĞRENCĠLER) Temmuz Ağustos YABANCI DĠL MUAFĠYET SINAVI (YDMS) YDMS SONUCUNUN ĠLANI 13 Ağustos 2015

11 D. DEPARTMENT PROGRAM I. Faculties: Faculty of Law: Department of Law Medium of Education: 30% English English Level: Freshman: B1 (Independent) Sophomore: B2 (Independent) Junior: C1 (Proficient) Location: Cinnah Campus Contact Person: Mehmet ġahbalı (Faculty Secretary) Faculty of Business: Department of Banking and Finance Department of International Trade Department of Business Administration Department of Management of Information Systems Medium of Education: 100% English English Level: Freshman: B1 (Independent) Sophomore: B2 (Independent) Junior: C1 (Proficient) Location: Cinnah Campus Contact Person: Yakup Özsaraç (Faculty Secretary) Faculty of Humanities and Social Sciences: Department of Psychology Literature Department of Turkish Language and Department of Sociology Department of History* Department of Philosophy 10

12 Management Department of Information and Records Medium of Education: 100% Turkish English Level: Freshman: A1 (Basic) *Department of History 1 (30% English) *Department of History 2 (100% Turkish) Location: Etlik Campus Contact Person: Adnan Kara (Faculty Secretary) Faculty of Engineering and Natural Sciences: Department of Computer Engineering Department of Material Engineering Department of Mechanical Engineering Communication Department of Electronics and Medium of Education: 100% English English Level: Freshman: B1 (Independent) Sophomore: B2 (Independent) Location: Ovacık Campus Contact Person: Hacı Osman Mülayim (Faculty Secretary) Faculty of Political Sciences: Department of International Relations Department of Finance Department of Public Administration Department of Economics Medium of Education: 100% English English Level: Freshman: B1 (Independent) Sophomore: B2 (Independent) Location: Cinnah Campus 11

13 Contact Person: Mustafa Bülbül (Faculty Secretary) Faculty of Health Sciences: Department of Nursing Medium of Education: 100% Turkish English Level: Freshman: A1 (Basic) Sophomore: A2 (Basic) Junior: B1 (Independent) Location: Ulus Campus Contact Person: Mehmet Kaya(Faculty Secretary) Faculty of Medicine:(Turkish English) * Medicine 1 (100% English) * Medicine 2 (100% Turkish) Location: Ulus Campus Contact Person: Ahmet Alparslan (Faculty Secretary) School of Turkish State Music Conservatory: Medium of Education: 100% Turkish English Level: Freshman: A1 (Basic) Location: Cinnah Campus Contact Person: Mustafa Balcı (Faculty Secretary) II. Courses Offered and Course Descriptions A. Common Academic English Courses offered to all faculties. ENG 101:A compulsory course for freshman students who have passed the AGE test given by the School of Foreign Languages. Students who have a score of 85% from the January, June, and August exams are not required to take both ENG 101 and ENG 102. Those with 80% from the January, June, August, and September exams are not required to take ENG 101. Those with 90% from the September exam are not required to take ENG 101 and 102.In this course,the core skills - speaking, listening, writing and reading - are studied intensively at an academic level. The course employs an integrated syllabus that addresses both process and product. It aims to help students acquire and practice the 12

14 basic academic English skills, and apply them in their academic studies. The course provides students with significant academic reading texts in contemporary English to help learners develop their reading, writing, paraphrasing and summarizing skills. It also provides students with the opportunity to develop their listening and note-taking skills through listening to academic lectures, learn how to write academic essays and hold discussions at an academic level.the aim of this course is to teach students in an appropriate learning environment in which they can develop academic skills that focus on practicing how to understand and analyse reading passages, how to interpret, take notes of and respond to listening passages, and how to use a variety of writing strategies through various essay types, and developing speaking skills through presentations. This course is an advanced skills course which emphasizes the importance of academic skills in an academic context. This course is designed to allow students to explore and study the processes of constructing academic skills in defined academic areas. ENG 102:A compulsory course for freshman students.students who have a score of 85% from January, June, and August exams are not required to take both ENG 101 and ENG 102.In this course,the core skills - speaking, listening, writing and reading - are studied intensively at an academic level. The course employs an integrated syllabus that addresses both process and product. It aims to help students acquire and practice the basic academic English skills, and apply them in their academic studies. The course provides students with significant academic reading texts in contemporary English to help learners develop their reading, writing, paraphrasing and summarizing skills. It also provides students with the opportunity to develop their listening and note-taking skills through listening to academic lectures, learning how to write academic essays and holding discussions at an academic level. The aim of this course is to teach students in an appropriate learning environment in which they can develop academic skills that focus on the practices of how to understand and analyse reading passages, how to interpret, take notes of and respond to listening passages, and how to make effective use of writing strategies through essay types and speaking skills through presentations. This course is an advanced skills course which emphasizes the importance of academic skills in an academic context and is designed to allow students to explore and study the processes of constructing academic skills in defined academic areas. ING 101-ING 102: Compulsory courses for freshman students, they aim to provide basic English skills that are needed in an academic environment; improve fluency in speaking; familiarize students with the use of everyday vocabulary; provide an opportunity to learn about cultural norms through interaction with peers in pair and group work. B. English for Specific Purposes a. Faculty of Business i. BUS 111:A compulsory course for freshman students, it provides a solid foundation for students academic studies and future careers. It offers a theme-based course integrating the four-language skills required for academic study. It allows students to improve their communication skills and develop confidence in speaking English in a professional 13

15 environment by the provision of appropriate vocabulary.it presents a range of business situations in the form of case studies, role plays and discussions which familiarize students with issues they may encounter in business organizations and provides them with the opportunity to develop effective communication skills. ii. BUS 112:A continuation of BUS 111 and a compulsory course for freshman students, it provides a solid foundation for students academic studies and future careers. It offers a theme-based course integrating the four-language skills required for academic study. It allows students to improve their communication skills and develop confidence in speaking English in a professional environmentby the provision of appropriate vocabulary.it presents a range of business situations in the form of case studies, role plays and discussions which familiarize students with issues they may encounter in business organizations and provides them with the opportunity to develop effective communication skills. b. Faculty of Law i. ENG 201 Legalese I:A compulsory course for sophomore students, it offers English for specific purposes for Law students. It is a theme-based course integrating the four language skills as well as translation skillsat a higher academic level. The content of the course provides an appropriate legal context and acquaints students with the most frequently used language structures and functions relevant to the field of Law. ii. ENG 202 Legalese II:A continuation of ENG 201 Legalese I, it is a compulsory course for sophomore students. The course offers English for specific purposes for Law students. It is a theme-based course integrating the four language skills as well as translation skills at a higher academic level. The content of the course provides an appropriate legal context and acquaints students with the most frequently used language structures and functions relevant to the field of Law. iii. ENG 301International Legal English:A compulsory course for junior students, it offers English for specific purposes for Law students. It is a theme-based course integrating the four language skills as well as translation skills at a higher academic level. The course employs critical thinking skills through challenging tasks which guide students in synthesizing and judging ideas in the context of Law. The content of the course provides an appropriate legal context and acquaints students with the most frequently used language structures and acquaints students with the most frequently used language structures and functions relevant to the field of Law. iv. ENG 302International Legal English:A continuation of ENG 301 International Legal English,it is a compulsory course for junior students and offers English for specific purposes for Law students. It is a themebased course integrating the four language skills as well as translation skills at a higher academic level. The course employs critical thinking 14

16 skills through challenging tasks which guide students in synthesizing and judging ideas in the context of Law. The content of the course provides an appropriate legal context and acquaints students with the most frequently used language structures and functions relevant to the field of Law. c. Faculty of Engineering i. ENG 203:Offered both as a compulsory and an elective course for sophomore students, this course is intended for students in technical education. It covers the core language and skills that students need to communicate successfully in all technical and industrial specializations. The course uses a multi-thread syllabus consisting mainly of communicative functions, notions, grammar, vocabulary and skills. Exponents of functions and notions are selected on the basis of frequency and relevance to needs. ii. ENG 204: A continuation of ENG 203, this course is intended for students in technical education. It covers the core language and skills that students need to communicate successfully in all technical and industrial specializations. The course uses a multi-thread syllabus consisting mainly of communicative functions, notions, grammar, vocabulary and skills. Exponents of functions and notions are selected on the basis of frequency and relevance to needs. d. Faculty of Social Sciences i. ENG 171: A compulsory course for freshman students,it offers English for specific purposes for social sciences students. This coursecoversa selection of authentic passages relevant to the subjects of politics, economics, finance, public administration and international relations. ii. ENG 172:A compulsory course for freshman students, this course is delivered in two parts. The first part covers a selection of authentic passages relevant to the subjects of politics, economics, finance, public administration and international relations. The second part focuses ondebate and critical thinking skills. Students will take part in several debates throughout the course. In addition, students will be required to research, organize, construct and present (in writing and orally) effective persuasive arguments to be used in debates. iii. ENG 201:A compulsory course for sophomore students, it is a two-part course, covering basic forms of writing related to business correspondence and business communications and writing a research paper on a specific topic selected by the student and approved by the instructor.this course aims to provide a sound basis of a theoretical framework grounded in professional and academic writing by familiarizing students with the language, format, style and steps needed while corresponding in business life and writing a research paper for academic purposes. 15

17 iv. ENG 202:A compulsory course for sophomore students, this course is intended to prepare students for the professional world. There are four modules in the course: Effective Presentations; Formal Reports; Effective Meetings; and Reporting on a Meeting. e. School of State Music Conservatory i. ING 101: refer to section Common Academic English Courses offered to all faculties ii. ING 102: refer to section Common Academic English Courses offered to all faculties f. Faculty of Humanities i. ING 101: refer to section Common Academic English Courses offered to all faculties ii. ING 102: refer to section Common Academic English Courses offered to all faculties g. Faculty of Health Sciences (Department of Nursing) i. ING 101: refer to section Common Academic English Courses offered to all faculties ii. ING 102: refer to section Common Academic English Courses offered to all faculties iii. MYD : A compulsory course for sophomore students which aims to provide the basic English skills necessary in an academic environment; improve fluency in speaking; familiarize students with the use of everyday vocabulary; provide an opportunity to learn about cultural norms through interaction with peers in pair and group work. iv. MYD :A compulsory course for sophomore students which aims to provide the basic English skills necessary in an academic environment; improve fluency in speaking; familiarize students with the use of everyday vocabulary; provide an opportunity to learn about cultural norms through interaction with peers in pair and group work. h. Faculty of Medicine i. ING :refer to section Common Academic English Courses offered to all faculties ii. ENG : refer to section Common Academic English Courses offered to all faculties 16

18 III. Syllabus Principles: All courses offered regardless of levels and content- are based on the following universal principles that are to enable students: 1. to cater for their academic language needs integrated with four language skills in a meaningful manner relevant to their undergraduate studies 2. to satisfy their field-specific needs 3. to advance both their oral and written communication skills and linguistic competence 4. to become autonomous learners 5. to pursue and further their academic studies related to their departments IV. Course Objectives ING : The aim of this course is to provide the basic English skills necessary in an academic environment; improve fluency in speaking; familiarize students with the use of everyday vocabulary; provide an opportunity to learn about cultural norms through interaction with peers in pair and group work. ENG : The aim of these courses is to teach students in an appropriate learning environment in which they can develop academic skills that focus on the practices of how to understand and analyze reading passages, how to interpret, take notes of and respond to listening passages, how to use a variety of writing strategies through various essay types, and developing speaking skills through presentations. These coursesare advanced skills courseswhich emphasize the importance of academic skills in an academic context and are designed to allow students to explore and study the processes of constructing academic skills in defined academic areas. BUS :These courses aim to familiarize students with the basic concepts of business, to stimulate students interest in the subject while presenting a range of business situations in the form of case studies, role plays and discussions which acquaint students with issues they may encounter in business organizations and provide them with the opportunity to develop effective communication skills as well as to increase their knowledge of technical vocabulary, specialist management terms and business idioms. LEGALESE :These courses aim to enable students to analyse specific law-related texts as well as familiarizing students with the legal terminology frequently used in their fields while increasing their linguistic competence related to their departments, along with developing their English-Turkish translation skills. LEGALESE : These courses aim to enable students to analyse specific law-related texts as well as familiarizing students with the legal terminology frequently used in their fields while increasing their linguistic competence related to their departments. ENG : Upon completion of these courses, students will be able to understand and analyse reading passages relevant to the social sciences; analyse, develop, and present effective arguments;gather and use evidence appropriate to the arguments presented; explain and speak clearly and analytically when presenting, defending or refuting an argumentative position; demonstrate critical listening skills by responding appropriately to an opponent s arguments; 17

19 evaluate and recognize valid and invalid arguments, and demonstrate enhanced public speaking skills and presentation styles. ENG 201: Upon completion of this course, students will be able to find appropriate job advertisements according to their field of study, understand the purposes of and produce CVs, cover letters and statements of purpose, in correct formats and using appropriate terminology, be familiar with formal, semi-formal and informal forms of business correspondence (business letters, memoranda, s, faxes), haveexplored the implications and demands of academic writing, havedeveloped skills in researching, evaluating information, organizing, arguing, responding to arguments, analysing, and expressing themselves clearly in writing research papers. ENG 202: By the end of the course students will be able to prepare, structure and deliver an effective presentation, present a written report in an effective manner, prepare the abstract for a report or paper, interact effectively in formal and informal meetings and report on the content of a meeting. MYD : The objective of the courses is to provide basic English skills that are needed in an academic environment; improve fluency in speaking; familiarize students with the use of everyday vocabulary; provide an opportunity to learn about cultural norms through interaction with peers in pair and group work. V. Evaluation STANDARD EVALUATION FACULTY OF BUSINESS MIDTERM % FINAL % PORTFOLIO % PRESENTATION % ASSIGNMENT % ONLINE HOMEWOR BUS BUS FACULTY OF LAW Legalese Legalese Legalese Legalese FACULTY OF ENGINEERING ENG ENG FACULTY OF POLITICS ENG ENG ENG (written 0 &oral) ENG (written) 0 SCHOOL OF MUSIC CONSERVATORY ING ING FACULTY OF HEALTH SCIENCES ING ING MYD MYD MYD MYD

20 FACULTY OF HUMANITIES ING ING FACULTY OF MEDICINE ING ING ENG ENG A. EAP COURSES The evaluation for ENG is as follows: MIDTERM FINAL ASSIGNMENT 35% 50% 8% PORTFOLIO 7% ONLINE ASSIGNMENT The evaluation for ing is as follows: MIDTERM FINAL 50% 50% B. ESP COURSES The evaluation for ESP courses isas follows: VI. Resources: For English for Academic Purposes, students have unlimited access to an online facility, My English Lab which is supported by Pearson Longman. This provides exercises and activities on all four skills which can be completed online by students based on the classwork they have completed and which are fully integrated with the coursebook being studied. This facility provides for additional learning opportunities since students can complete the activities independently and in any location where there is internet access. For English for Specific Purposes, the Curriculum Unit prepares material packs either as an alternative, or in addition to, course books in some departments. These packs contain a variety of interesting and current learning materials such as video-based activities relevant to students departments. The computer-assisted and fully-equipped Independent Learning Center( ILC), located on the Etlik Campus, supports technology-assisted language instruction offering an opportunity for students to improve their language skills. Students have access to a variety of resources to aid the learning of English including books, VCDs and CDs as well as computers. A student counselling and guidance service is also provided. Well-stocked libraries can be found on Etlik, Cinnah and Ocacık campuses. 19

21 VII. Communication 1. Complaints/Questions about exam results: Faculty Secretary 2. Complaints/Questions about absenteeism/attendance: Faculty Secretary 3. Re-checking exam papers: Faculty Secretary 4. Complaints about exams: Faculty Secretary 5. Questions about exams: Instructors 6. Complaints/Questions about instructors: AsliÜstün&ÜmitTekir 7. Exam Timetable: Faculty Secretary 8. Questions about the Course / Course Books/ Assignments :Instructors 9. Visa / residency problems for international students: International Office 10. Special Considerations: Disabled Unit 11. Personal Problems: Psychological Counselling and Guidance Unit: BurcuKoçak 12. Scholarships / Internships / Summer Schools at different universities -Getting equivalence: Faculty Secretary 13. Submission and acceptance of medical reports: Faculty Secretary Deputy Director of School of Foreign Languages Prof. Dr. Mehmet Barca 1502 (Dean of the Faculty of Business) Assistant Director of School of Foreign Languages Mümin ġen Faculty Secretaries Contact details 1. Mehmet ġahbalı Hukuk MemiĢOkuyucu IslamiIlimler Mustafa Bülbül SiyasalBilgiler Hacı Osman Mülayim AyĢe Demir IĢletme Mehmet Kaya HemĢirelik

22 7. AhmetAlparslan Tıp Adnan Kara Humanities Mustafa Balcı YükselÜnaldı 6203 Head English Departmental Coordinators AslıÜstün( Cinnah Campus) ÜmitTekir(Ovacik and Etlik Campus) Student Affairs NilayKabar VIII. Academic Calendar Refer to the YıldırımBeyazıt University web site: IX. Length of Courses 14 Weeks per semester (Fall and Spring) X. Attendance and Make-up Exams Students are required to attend classes and exams. The minimum required attendance is 80% per semester. Students who do not fulfil this requirement are not allowed to take final and re-sit exams. Such students must repeat the course regardless of their performance during the course. Students who miss an exam will be able to take a make-up exam provided they submit an approved medical report. XI. Textbooks 21

23 E. TEACHER RELATED ISSUES CONTENTS Student Attendance:... 2 Record keeping... 3 Absence from Work/ Substitution List... 4 Meetings... 5 Timetables... 5 Dress Code... 6 Work hours... 6 Office Hours... 6 Exam Administration... 7 Conduct, Discipline and Grievances... 8 Computers & Laptops... 8 Facilities:... 9 Promotion and Rewards:... 9 Rapport:... 9 Smoking: Holidays: Leaves of University Personnel: Time Keeping: Code of Professional Practice in the Workplace/Ethics: Attitude & Behaviour: Written Feedback: Classroom Management: Grade Computer System (Automation) Online System (Appendix) Library: Basic Duties and Responsibilities: Other Duties and Responsibilities Resignation

24 Student Attendance: Instructors (Main Instructors) have to * inform their students about how many hours they may unattend during a level in the very first lesson (for each level, students have to attend 80 % and may not attend 20 % of the total hours), *check and record the attendance of students for each hour at the end or at the beginning of each hour, *enter these records into an excel file on their personal computers in weekly cycles, *announce this absenteeism state of students via printed lists on class bulletin boards, oral information during classes or s every two weeks, *inform the necessary authorities and send the records to the related authorities on the dates and hours which are pre-determined during level or other meetings by level or general coordinators, *rearrange the absenteeism records of students who have medical reports and have taken part in sport and cultural facilities representing the school after the instructors get the from the Secretary of SFL towards the end of each period, *inform the related units/authorities about the students who exceed the unattendance limit and lose their rights to take the midterm examination at the end of each period, The instructors need to contact School of Foreign Languages Officials if there are any calculation errors, inconveniences and problems about the records related to the medical reports, sport and cultural activities. For other problems, it is required to contact related level coordinators or general coordinators. Record keeping Every term, there are certain records main teachers are expected to keep, related to the classes they are the main teachers of. These records include: - Student absenteeism, - Student portfolio tasks, - Quiz and midterm results, - Online homework grades and gradebooks at the end of the term. When submitting the original copy of the attendance sheet within the classroom folder to the responsible department official, a copy of the document is made by the instructor to keep. Instructors carefully keep a track of student portfolio assignments in their classes by recording them in the portfolio evaluation sheet, specifying the name of the students and the grades that they get from the first and second drafts of a number of preselected assignments, and submit the sheet to the coordinators in the specified time. Another record that should be meticulously kept is the record of midterm and quiz results, the first being given twice, and the latter four times every term. The soft copies of the results of these tests are kept by the instructor and one hard copy for each exam is made in order to 23

25 collect students signatures. The signed result sheet is then photocopied. The original copy of the signed result list is submitted to the testing unit, and the other copy is kept by the instructor. Instructors specify these records in the gradebook, which contains all the date required for student grading and this file is submitted to the related authorities by and in hard copy. In case of any problems, a general coordinator should be contacted. Absence from Work/ Substitution List Problems related to emergency, illness or death should be reported to general coordinator immediately.for the other occasions requiring medical report, general coordinator should again be reported and it is essential that a copy of the medical report should be sent to the university administration on electronical platform on the very same day. On the day which the instructors start work again, they should submit the original copy of the report to the secretary and fill in the necessary documents and hand in the department secretary.if the instructor does not come to the university for 10 days without any accepted excuse and not inform the administration, he /she is accepted as resigned. At the beginning of each term, the substitution list is sent to instructors via e- mail by the general instructor.every instructor is responsible for keeping his / her substitution day and hours.none of the substitute instructors are allowed to leave the university within his / her substitution day and hours. The general coordinator connects to him / her in case an emergency occurs.the substitute instructors are to teach the classess when necessary and inform the main instructor of that class. Meetings In case of any meeting, the instructors are informed via e- mail by their level coordinators or the general coordinator. Level coordinators hold weekly regular meetings while the general coordinator holds a meeting when necessary.the instructors are supposed to attend these meetings on time without an excuse. If there is an inconvenience, the instructors are supposed to inform the coordinators beforehand. Necessary arrangements are made by the coordinators. The instructors that are unable to attend the meetings are responsible for learning and applying the decisions made. Timetables Faculty and instructors are required to provide a minimum of 12 hours of instruction per week. There is no obligation for institute directors and the director of School of Foreign Languages to teach. Vice directors of institutes and School of Foreign Languages are required to provide a minimum of 5 hours of instruction per week. At the beginning of each new period, course schedules are set by the coordinators and the instructors are provided with a hard or soft copy of their schedules. Every instructor is supposed to submit two signed hard copies of their schedule to an official determined by School of Foreign Languages. Instructors must strictly adhere to their schedules. Instructors are allowed no changes in the schedules without prior permission of the coordinators. Dress Code There is no explicit dress code imposed by the institution, yet instructors are expected to dress in an appropriate manner. 24

26 Work hours Instructors are expected to be present at school during the hours identified in their weekly schedules sent by the administration as well as during their office hours. Also, when needed, instructors are supposed to be present at school at a set time in order to fulfill the duties imposed by the administration. Office Hours Instructors are expected to have one regular office hour each week in addition to the instructional time spent in the class. Students can attend office hours to receive advice, guidance and counseling. While scheduling their office hours, instructors must pay attention to students class hours so that class time and office hours do not overlap. Each instructor is required to schedule their own office hour and announce it to the coordinators and students in the first week of each period. Moreover, instructors are supposed to specify their office hour in their schedule and a hard copy of the schedule must be put up on the office door. Exam Administration Instructors are required to attend the meeting prior to exams following the exam notification on examination tasks and apply the general rules or rules specific to the exam given. After the delivery of the exam packs and materials, instructors are required to go to the exam room to suit the environment for the exam, check the sound system and make the seating arrangement for the exam. Instructors tasked with implementing the exam are also required to take students to the exam room making the identity checks. In case of lack of the identity of a student or in the absence of the student name in the list, the student has to be sent to the testing unit by the help of the substitute instructors available on the corridors. Instructors have to give all their attention to the students so as to avoid any possible cheating case. Any problem that can possibly disrupt the exam process has to be written on the exam report sheet. In case of unexpected emergency during the exam, the exam unit or the substitute instructors have to be informed. After the exam, the complete packs have to be returned against signature. Conduct, Discipline and Grievances Instructors are expected to act in accordance with the principles of the law 2547 and law 657 while performing the duties and responsibilities determined by the School of Foreign Language. Behavior against the law and requiring disciplinary action, its accurate description, and penalties to be imposed in that case are specified by YOK law and enforcement of the law principles are applied accordingly. In case of any inconvenience, instructors have the right to make written complaints to the authorities about the people or the case. 25

27 Computers & Laptops Liability: All instructors are given 1 laptop computer by the university when they start working. Instructors are responsible for these laptops during their time at the university. The university administration may take this laptop back if need be. Instructors have to return the laptop exactly when they are asked to. It is those instructors who are held responsible for the laptops that are not returned for a variety of reasons ( theft, lost, etc.) or returned with a damage. Those who are responsible for such damage have to compensate for the university s loss financially. Access to the Internet: When the laptops are first received, IT Department (Bilgi ĠĢlem Dairesi) of school needs to be contacted in order to access school s wi-fi internet connection. Breakdown: In case of technical breakdown that can be fixed, a form must be filled in on Breakdown Tracking System (Arıza Takip Sistemi) (http://ats.ybu.edu.tr). The laptop is sent to the IT Department (Bilgi ĠĢlem Dairesi) and is fixed. Facilities: There is a library, a sports hall, ILC. with a variety of resources, a canteen and a restaurant all of which all instructors can benefit from. There are various tournaments, such as table tennis, basketball and volleyball, held in spring period. Besides, Keçiören Municipality Swimming Pool and Fitness Centre has some discounts at different rates depending on the number of the attendants. Promotion and Rewards: Promotion and reward procedures of instructors are applied according to YÖK law no and State Civil Servants law no Rapport: It defines the relationship of instructors with each other and with the students. Instructors are expected to work with their colleagues and employees in a positive atmosphere and harmony. Instructors should act setting a good example to the other instructors and students, should act ethically, should avoid degrading and humiliating their colleagues and students besides behaving in accordance with the codes mentioned in the Attitudes and Behaviors section. Otherwise, the necessary disciplinary measures are put into practice. Smoking: In the law of smoking No:4207 amending the prevention and controlling of hazards of tobacco products Law No:5727 smoking is prohibited in closed areas. Accordance with the law smoking of tobacco products are prohibited indoor areas of the school. Some legal procedures will be applied to those who don t obey the rules. Holidays: University staff are not obliged to work on weekly holidays and national holidays. Weekend Days: The Civil Servants Law provides that government employees works 40 hours a week (article 99) and Saturday and Sunday are the weekend days. 26

28 Official Holidays: The official holidays are established by the Act 2429 of March 19, 1981, which was amended later to include May1 as an official holiday. Official holidays in Turkey can be grouped in national and religious holidays. They are as follows: January 1: New Year s Day April 23: National Sovereignty and Children s Day May 1: Labour and Solidarity Day May 19: Commemoration of Ataturk, Youth and Sports Day August 30: Victory Day October 29: Republic Day. October 28 i a half day holiday in the afternoon. Leaves of University Personnel: University personnel take their leaves in accordance with the provisions of the Civil Servants Law No According to the Civil Servants Law, there is a variety of leaves provided to the employees: Annual leave, excused absence, sickness leave, and unpaid leave. A) ANNUAL LEAVE Every civil servant has the right of annual leave. The annual leave of Civil Servants shall be 20 days in the case of employees with a length of service between one year and ten years (including tenth year), and 30 days in the case of those employees with a length of service longer than ten years. Any employee, who intends to spend his annual leave in a place other than his place of employment, may be granted maximum two days in addition for travels. B) EXCUSED ABSENCE Another kind of leave that can be granted to Civil Servants is excused absence. A female civil servant shall be given paid maternity leave for a total period of sixteen weeks, eight weeks before confinement and eight weeks after the birth is granted to the woman worker. In case of multiple pregnancy, an extra two week period is added to the prenatal maternity leave of eight weeks paid maternity leave. A male civil servant shall be granted a ten-day leave if his spouse has given birth to a child. A civil servant shall be granted a 7-day leave if himself or his child intends to get married or upon death of his mother, father, spouse, child, brother or sister. Apart from these situations, with the permission of unit competent supervisor, civil servants may be granted ten day leave for their excuses. An employee may take his leave of excuse in whole or in parts. A female civil servant shall be granted breastfeeding leave to enable breastfeeding of their children as three hours per day for the initial six months after the completion of postpartum maternity leave and as one and a half hour per day for the second six months. C) SICKNESS and ACCOMPANIMENT LEAVE Another kind of leave granted to civil servants is the sick and accompanying leave. A civil servant may be given a leave up to eighteen months in case of a necessary long term medical treatment required for such diseases as cancer, tuberculosis and mental disorder; and up to twelve months due to some other serious diseases, with their monthly and personal rights preserved, upon a need stated in a report. 27

29 A civil servant is allowed a leave until (s)he heals on condition that (s)he has an accident; or is assaulted during or due to his/her duty; or is infected by an occupational disease. The cases regarding the circumstances the sickness reports are given; what doctors or health councils will give them and the durations of them are all settled by a regulation prepared by the State Personnel Department after the opinions of the Ministries of Health, Finance and Foreign Affairs; together with the Social Security Institution are asked for. D) UNPAID LEAVE Unpaid leave, which civil servants can obtain at their own will without getting any salary, is another kind of the leave civil servants have. An unpaid leave up to eighteen months may be given to a civil servant upon his/her request with the condition of documenting the report of the Health Council after the leave given to him/her is over, according to the last paragraph of Article 105. Upon their request, after her maternity leave is over, an unpaid leave up to twenty four months may be given to a civil servant who gives birth; and the same amount of time of leave may be applied to the husband as of the birth, according to the Article 104. Civil servants joining the army are considered to be on leave during the service with their place of duty preserved. Time Keeping: The instructors are supposed to be punctual for the points mentioned below. They are to inform the head of the unit in case of any problems / inconveniences. *Going to and leaving class *Exams *Meetings *Document submission Code of Professional Practice in the Workplace/Ethics: Public officials are to abide by the ethical behavorial principles stated in the Regulation on the Principles of Ethical Behavior of the Public Officials and Application Procedures and Essentials that entered into effect as published in Official Gazette dated 04/13/2005 and numbered These principles make out a part of the regulatory provisions that arrange the recruitment of public officials; assist in creating the social consciousness to execute duties and provide with the application of ethical behavior principles and the set up of the ethical culture. Attitude & Behaviour: Instructors must behave the students and the other academic and administrative personnels that they work with under the roof of the working institution as stated in the laws No and No. 657, they must act collaboratively, in line with love, respect and solidarity and avoid behaviors that would be detrimental to the rights of others and wouldn t fit in the ethical business behavior by taking state benefits and team spirit into consideration. 28

30 Written Feedback: A) Feedback given by instructors There are two types of feedback under this section. The first one is the written feedback that the instructors give for the student portfolios and student answers in the written exams as stated by the school of foreign languages beforehand. The second type of feedback is the feedback given to the administration about the school related issues by the instructors. B) Feedback Given to the Instructors by Students Instructor evaluation form filled in by the students exists in this section. Students evaluate their main instructors in terms of various aspects through the written items provided to them online. C) Feedback Given to the Instructors by Administration This type of feedback is the written feedback that is given to the instructors by the administration on appointment, permit, payment request and discipline etc. Issuses according to the laws No and 657. Classroom Management: DoS All the rules related to the classroom and school orders are stated in the first week of the academic year. To take action for the disciplinary problems of the students who don t obey the classroom orders as stated during the orientation programme instructors should contact to the administration. For each group and level, students who come late to the first lesson hour after 10 minutes must be shown as absent although the instructor allows them to participate in the lesson. DON TS Instructors must not *do block courses without informing the administration, *start the lessons late and finish the lessons early, *be late for the announcements related with the students by the administration and give missing information, *declare the information that should only be known between the instructors and administration to the students, *allow the students to use communicational devices like mobile phones that have no relationtionship with the education for other purposes, 29

31 *give incorrect information to the students about the administration and *make comments and be critical about the school procedures and exams on their social media accounts. *Instructors are also not allowed to give information to the students about the exam results before the announcement time that is stated beforehand by the testing office or coordinators. Grade Computer System (Automation) Online System (Appendix) 1. Instructors at Yıldırım Beyazıt University are expected to grade students by means of the automation system (Proliz) which can be reached through the following website: At the end of each period, instructors are obliged to use this web site to enter student grades into the system. Instructors can reach the site after they get a login name and a password from the administrative personnel. Once instructors are in the automation system, they need to press Preparatory Affairs and Preparatory Class Grading to be able to enter each student s score out of 100 (See, Preparatory Class Evaluation Criteria below), which is recorded in the gradebook. After all student scores are entered, instructors need to press Save, Announce and Finalize buttons to publicize student grades. Preparatory Class Evaluation Criteria All Levels Midterms 1. Midterm %24 2. Midterm %40 %64 Announced Quizzes %20 %20 Student Performance Grade Portfolio %8 %16 Online Homework %8 Total % The concerned instructors at School of Foreign Languages are also obliged to grade students online homework which influences %8 of their period scores. Students who can reach online homework through their own individual passwords are supposed to do the homework before the deadline assigned by the instructor. At the end of each period, the concerned instructor determines students online homework scores according to the Score Table sent by the level coordinator and the instructor also enters these scores to the gradebook at the end of the period. 3. If the instructors at School of Foreign Languages experience any problems concerning the grade entered into the academic information system, they need to fill out a Grade Correction Form that can be found at the Secretary of the School of Foreign 30

32 Languages and Student Affairs of Yıldırım Beyazıt University urgently corrects the necessary information. Library: Instructors at School of Foreign Languages can benefit from Yıldırım Beyazıt University Library. If instructors want to borrow such materials as books and magazines etc. from the library, they are supposed to declare their institutional register number to the librarian. An instructor is allowed to borrow 5 items for 30 days and s/he can renew the due date of each item for another 30 days. If the materials that instructors need are not available at Yıldırım Beyazıt University Library, instructors apply to the librarian to fill out a Protocol Form and they can benefit from 5 universities (Gazi, Ankara, Hacettepe, METU and Bilkent Universities) in Ankara. It is obligatory to present this protocol form to the concerned university library in 10 days. If the materials borrowed from Yıldırım Beyazıt University Library are not returned within the due date, the late return of a material will incur a 0,50 Kr fine per day. If the materials borrowed from Yıldırım Beyazıt University Library are lost, it is obligatory to retrieve the lost material urgently to the library. Basic Duties and Responsibilities: 1. Instructors are bound to be liable to their administrative units. 2. Instructors give significance to team work and they work with other team members in harmony. 3. Instructors should have the full knowledge of CEF (Common European Framework of Reference for Languages). 4. They should teach English Language to students. 5. They should be a supportive guide to students in the process of learning English. 6. They need to motive students, help them love English and prepare a relaxed learning atmosphere. 7. They need to build relationships with students based on mutual respect and trust. 8. They need to encourage students to use the Independent Learning Centre effectively. 9. They need to have the full knowledge of the materials, software and other teaching materials. And they should guide students how to use those materials. 10. They need to enable students to have portfolios with the aim of helping them keep the record of their learning process. They also check the portfolios regularly and give constant feedback. 11. The need to inform students about the English s being and an international language. They should make them notice its importance in business life. 12. Instructors should be fully aware of the structural and functional differences between Turkish and English so that they can teach the students how to cope with these differences. 13. The techniques of learning to learn and teaching to learn should be integrated in classroom activities to raise the consciousness of students and to have a fruitful learning and teaching athmosphere. 14. From the first class of the semester, all instructors are expected to inform the students about the goals and aims of the preparatory program and the curriculum. They also need to emphasize the importance of learning to learn. 31

33 Other Duties and Responsibilities 1. Applying the curriculum and the syllabus in an effective and orderly fashion 2. Regularly preparing for the class s/he is responsible for. 3. Keeping track of time during lesson and being punctual. 4. Participating in the Evening Education, Lecturer Development Program(OYP) or other projects assigned by the Management. 5. Invigilating the exams applied by the School of Foreign Languages. 6. Completing the extra tasks on time, such as curriculum development 7. Attending the general or group meetings regularly. 8. Assessing and grading the students written and verbal exams. 9. Observing the students process, taking notes about them and preparing materials if needed. 10. Reporting the cheating or cheating attempts in the exams. 11. Informing the testing unit about the pacing of the curriculum in the meetings 12. Monitoring the student s absenteeism and informing them. 13. Suggesting and developing materials and software that can be used in Independent Learning Center (ILC) 14. Uploading the grades in numbers and letters to the online system. 15. Monitoring the students who are absent regularly or all the time and informing the management about them. 16. While working in the Independent Learning Center, warning the students or asking them to leave if they are not following the rules. 17. Accepting duties after completing the 12 hours obligatory teaching (according to the law about extra hours)(for Turkish Lecturers only) Resignation Law number 657 states under the 20th subject resignation that the government officers may resign from their duties in accordance with the rights assigned in the law and the 94th subject that The officers might request withdrawal from their duties by applying with a written from to the department s/he is working at. In accordance with this law, university personnel may resign but the actual end of working period may vary depending on the time of work and the evaluation by the rectorship. F. STAFF DEVELOPMENT Professional Development & Support Teaching is a vocation in that it promotes personal autonomy and personal significance for the teacher. Teacher education does not end with a certificate, diploma or degree, but is an ongoing process during ones teaching career which develops the teacher and leads to institutional improvement. It is a personal process based on experience and self -discovery. We believe training is about supporting others in their professional development through observations, workshops, collaboration, and classroom based inquiry; respecting teachers experiential knowledge, styles and beliefs via reflection by raising teachers awareness of teaching procedures ( both in theory and in practice ) in a supportive, involving and collaborative environment. (adapted from Eken) 32

34 We do this by having an exploratory mindset: Approach What happened? What is useful? What can I learn? What works? What doesn t? Why? What are the possibilities? What can we learn from our experience in the classroom? How can we best maximize learning? Exploratory/reflective learning Observe the classroom What changes can we make? Teachers should be strategic thinkers who develop, select, and adapt tasks which are appropriate in terms of goals, inputs, activities, roles and difficulties (Nunan) and work out alternatives that suit their environment. It is what teachers do in the classroom to achieve objectives by designing and using appropriate classroom techniques to maximize learning. As a result, we promote the following from our teachers: To observe their teaching acts To interpret what happens in the classroom To evaluate outcomes To identify puzzles and find solutions To act autonomously and collaboratively To be innovative We do this via a post method approach in order for teachers to produce their own specific classroom techniques to maximize learning. Effective Teaching The aim of teaching is to promote optimal conditions for learning to take place in a specified amount of time. We believe that effective teaching plays a pivotal role in improving the quality of learning. To help achieve this goal, we will be using an effective teaching criteria for developmental and reflective purposes. Effective teaching is supported by: 1. Collaboration/developmental meetings 2. Individual consultation 3. Observations 33

35 4. Teaching portfolio 5. Student feedback 6. Workshops/guest speakers 7. Classroom based research. 8. Conference Attendance 1. Collaboration/developmental meetings Teachers share their experiences in developmental meetings in which teachers describe and discuss successful tools, materials and techniques that they use. By sharing ideas, teachers use the notion of loop input incorporating innovation to their classrooms and seeing what works best for them. 2. Individual consultations The professional development and support officer is always available for individual chats with teachers on any matter they may be concerned about involving the classroom. At certain times, it may be recognized that a teacher may need extra development. In such cases, an individual action plan will be made for that teacher to support them in their development. 3. Observations Observation for research and development is an ongoing process based on direct observation of the classroom environment. It is a cyclical process consisting of 3 steps. A pre observation consultation where the general and specific goals of the classroom visit are established, the class profile is discussed and the lesson is outlined; the observation itself where a running commentary system will be used, and the post observation for reflection, feedback and suggestions based on the exploratory mindset ( see part 2 ). The effective teaching criteria will be used in all stages of the observation cycle. It is the goal of the institution to implement a peer observation cycle. Teachers will be given training into what peer observation is and the expectations and outcomes as a result of peer observations. Teachers will thus have 1 official and one peer observation per year. 4. Teaching Portfolio The portfolio will allow teachers to reflect on a particular classroom for an 8 week period. It will explore teachers beliefs, classroom practice and is taken as a demonstration of your ability to perform as a creative, reflective and effective practitioner. It will also act as a precursor to classroom based research. It is envisaged that such a portfolio would be done every three years for teachers to revisit their philosophy. In the years between portfolios, teachers shall fill in a self-evaluation form which discusses their achievements during the academic year and discuss these with line management. 5. Student feedback 34

36 Student feedback may be collected every 8 week cycle. The feedback will guide any future workshops, provide data for developmental meetings, individual consultations and classroom based exploratory research. 6. In Service Training If a particular need arises, workshops may be scheduled. We will also endeavor to have guest speakers conduct workshops in collaboration with the professional development and support coordinator. Teachers are encouraged to speak to the coordinator to arrange workshops on subjects that are of interest to them. Workshops that promote best classroom practice will be promoted. In addition to workshops (based on Teacher interest) the following will be encouraged among teachers: Community service initiatives, discussions/lectures outside the field of ELT, mini conferences based on what individual teachers have done (attend conferences, MA,Phds), special interest groups (SIGS), and personal development initiatives. 7. Classroom based exploratory research. It is a goal of the institution to encourage teachers to undertake exploratory based classroom research in order to investigate puzzles in their classrooms. The goal of which is to have a better understanding of their students and adapting lessons based on the findings to create more effective teaching. Once completed, the professional development and support coordinator shall endeavor to get the research published and teachers can present their findings to their peers. 8. Conference Attendance. At the beginning and during the academic year, a list of both national and international conference will be distributed to all teachers. It is hoped the institution will allow the following: a. If a teacher is willing to pay, they may attend as many conferences as they wish b. in the future, it is hoped the institution may pay for 1 conference nationally every year for 1 teacher to attend and pay the costs for that teacher. The same can be true for international conferences if the teacher is presenting. Poor Performance Two scenarios for poor performance are as follows: A. When a majority of a class complains about a teacher, interviews shall be conducted with both the students and teacher to ascertain the underlying issues regarding the complaint. Once the issues have been determined, a plan of action shall be implemented with goals to achieve in a certain time frame. 35

37 B. If a teacher s time management skills regarding teaching hours, feedback or procedural duties hinder learning or another teacher s duties and responsibilities, the Deputy Director shall seek recourse with the teacher involved. Induction All new instructors entering YBU shall receive an orientation program to familiarize them with the YBU community. It is recommended that the induction program be conducted over 2.5 full days OR 5 half days. The orientation is divided into 4 components: 1. The Practical: A series of sessions that familiarizes new teaches with the school and aids in the settling in process. 2. The People: Introduces new teachers to the who is who of YBU and their duties. These sessions will also familiarize new teachers with the student and level profiles of the school. 3. The Units: Sessions will show what each unit does. A particular focus will be on the Testing Unit to show new teachers the exam formats and procedures to follow during exams. 4. The Systems: The sessions here will focus on all the procedures to follow for nonteaching duties. EFFECTIVE TEACHING & DEVELOPMENT CRITERIA AREA QUALITIES & SKILLS Knowledge Awareness Planning Preparation & & Knowledge & awareness of language Knowledge of syllabus and objectives Knowledge & awareness of teaching and learning methods Knowledge & awareness about the class (levels, abilities, interests, dynamics) Knowledge & awareness of individual students (names, interests, learning style) Awareness of student progress and potential difficulties Clear aims and objectives/outcomes Continuity of lessons Materials and Resources (well chosen/prepared, relevant, appropriate, varied, motivating, ) Choice of Teaching and learning methods/techniques. (as above) Choice of activities and tasks (as above) Lesson plan. (clear, organized, aims/objectives, class profile, staging, timing, interactions) General Attitude. (confident, pleasant, enthusiastic, positive, fair, smiling) 36

38 Rapport & Communication Affective & Interpersonal Skills Reflection a & Self Evaluation Lesson Implementation & Management Attitude towards students. (understanding, patient, approachable,supportive, interested) Build rapport. ( names, interests, feelings, empathy). Motivate students ( expressing genuine interest, active listening, involve all students, valuing student contributions, using humour) Build trust and confidence ( knowledge of the language, point in right direction, value of learning) Individual and group communication ( awareness of student strengths, needs and interests) Giving praise and encouragement Awareness of current performance as a teacher Review and evaluate own actions in the classroom Able to articulate personal theories and beliefs Awareness of theory Vs. Practice Ability to reframe conceptions of ones own practice Being open to and acting on feedback To contribute to group discussions Loop learning Achievement of learning aims and objectives Balance of content, language and skills Encourage participation, involvement and interaction of all students Making use of students existing knowledge and previous learning (personalization) Giving thinking time to students Encourage independent learning (strategies, study skills, dictionaries, ILC Guide students to outside learning to reinforce input) Provide challenge to students ( think critically, challenge ideas) Clear, concise and coherent instruction and/or explanations Use of English as much as possible Body language and voice ( interest, confidence, enthusiasm) Catering for different learning styles and abilities Variety of techniques and strategies Effective exploitation of materials and/or tasks Ability to adapt lesson to students needs and interests Lesson development and flow (clear aims, smooth transitions, coherence) Monitoring students work and providing relevant support/scaffolding ( guiding but not doing) Staging, pacing and timing of activities and tasks Error correction techniques (supportive, encouraging, constructive, unobtrusive, appropriate) Feedback Physical organization of the room Control and handling of discipline 37

39 G. STUDENT RELATED ISSUES CODE OF STUDENT CONDUCT The purpose of this Code of Student Conduct is to foster and protect the Prep Class Mission and to provide a safe and secure learning environment for students. It provides a statement of the Prep Class expectations of its students and prohibited acts in respect to academic matters and personal behavior. Any violations of the Code of Student Conduct may result in various sanctions such as marking a student absent, dismissing the student from a class, or taking disciplinary action. a. Expected Student Behavior 1. All students must be respectful to the classroom environment and be tolerant to different opinions. 2. Students are expected to avoid distractions such as using mobile phones, eating and drinking in class without permission and irrelevant conversation. It is also advised that they mentally prepare themselves for learning and resist emotional reactions and boredom. 3. The Prep Class encourages a caring environment for everyone. Therefore, students are expected to be considerate about how their behavior may affect others. They should be willing to help peers when necessary. 4. Students must keep themselves informed about the course and instructor expectations. They should come to class prepared and organized. They are expected to bring all the course materials with them. 5. Punctuality is mandatory. All students must attend classes regularly and on time. Students who are late for the lesson will not be admitted as it is distracting for the class. Late- comers should wait for the next session. 6. Students are expected to be communicative with their instructors and express their concerns and complaints in a respectful manner. 7. Students must be honest and fair in their dealings with Faculty Members. They should act ethically in the preparation, conduct and submission of academic work; they should also avoid any behavior that would unfairly affect another student academically. a.1. Expected Student Behavior in Exam Conditions Instructors are not expected to make any explanation during the exams. During the exams, apart from the listening part, doors of the classes are kept open. Instructors have a right to check the identity of the students, change students seats, instruct with regard to the rules of the exam during the exam. It is in whole instructors respect to start any disciplinary procedure for any disobedient student. Cheating in any form is not tolerated. If a student is found cheating or attempting to cheat during an exam the Instructor shall take their paper and require the student to leave the classroom without delay. Further disciplinary action will then follow. Cheating and attempting to cheat are treated as the same offence. Cheating includes (but is not limited to): Talking to other students Looking or attempting to look at the paper of another student or students Referring to any written materials which are not part of the official exam papers Using or looking at a mobile phone (including to check the time) Sharing or requesting to share materials, including pencils and erasers, with other students b. Acts Prohibited 38

40 It is students responsibility to avoid any improper behavior or attitude throughout their education at the Prep Class. Furthermore, they are expected to maintain the highest standards of academic honesty at all times. Therefore, all students must avoid acts that violate academic integrity and honesty. These acts include but are not limited to: 1. Cheating intentionally using or attempting to use unauthorized materials and information in any academic exercise. 2. Fabrication intentional and unauthorized falsification or invention of any information in an academic exercise. 3. Facilitating Academic Dishonesty intentionally helping or attempting to help another to violate any provision of this conduct. 4. Plagiarism the adaptation or reproduction of ideas, words, or statements of another person as one s own without proper acknowledgement. 5. Class disruption causing undesirable disturbance on purpose and continuing to do so despite warnings. 6. Bribery attempting to give bribes for academic advantage and/or other personal benefits 7. Disrespectful behavior 8. Providing false information to the Prep Class 9. Theft and robbery 10. Destruction of Prep Class property 11. Physical or verbal assault 12. Gambling within the premises of the Prep Class 13. Smoking inside the institutional buildings and within the non-smoking area in campus. 14. Possession or use of dangerous items such as firearms, paint ball guns, fireworks and explosives 15. Appearance in class drunk or under the apparent influence of drugs or alcohol 16. Use of another student s ID card 17. Attempting to restrict the freedom of learning and/or teaching 18. Violating the peace and order of the Prep Class 19. Participating in and/or encouraging actions such as boycotts, occupations and ideological actions. c. Sanctions The rules regarding sanctions are set out in Regulations enacted under Turkish Higher Education Act no: 2547 article 54. If a student is found in violation of the Code of Student Conduct and/or any university policy, one or more of the following sanctions may be carried out in respect of the disciplinary matter. These sanctions are: 1. Warning: Students are warned in writing about their behavior and are required to be more careful about their behavior and attitudes. 2. Reprimand: Students are warned in writing that their behavior has been found offensive and at fault. 3. Suspension for a period between one week and one month: The student is notified in writing that he/she is suspended from the Prep Class for a period of time and cannot benefit from his/her rights as a student during the time of suspension. 4. Suspension for one or two semesters: The student is notified in writing that he/she is suspended from the Prep Class for one or two semesters, and he/she cannot benefit from the services and facilities of the Prep Class during this period. 5. Expulsion from higher education institutions: The student is notified in writing that he/she is permanently expelled from all Turkish higher education institutions. Disciplinary Procedures 39

41 The above explanations regarding code of students conduct are based on the Higher Education Act no: 2547 article 54. For our instructors to be well aware of expected student behavior, acts prohibited and sanctions, they are expected to read the below items of the Act: 1. To those students whose behavior on the premises or otherwise is incompatible with the character and dignity of higher education students; who directly or indirectly restrict the freedom of learning and teaching; who violate the peace and order of institutions; who participate in actions such as boycotts, occupations and obstructions; who encourage and provoke such actions; who assault the person, the honor and the dignity of the personnel of higher education institutions; who behave disrespectfully; and who participate in anarchic or ideological actions or encourage and provoke such actions, penalties will be given including warning, reprimand, suspension for a period between one week and one month, or for one or two semesters or expulsion from higher education institutions, even though such conduct involves another offence 2. The Faculty Dean, the Graduate School or school of Higher Education Director is authorized to investigate disciplinary violations by students on or off the premises of a Faculty, or of a Graduate School, or of a School of Higher Education, and directly to mete out the appropriate punishment or to refer the case to the disciplinary committee. 3. The procedure for disciplinary investigation is to be commenced as soon as the incident is made known, and the investigation is to be concluded within fifteen days at most. 4. A student who is under investigation has the right of oral or written defence. A student who does not make his/her defence within the allocated period is assumed to have renounced this right. 5. A student is notified of disciplinary action in writing. The case is reported both to the organization from which (s)he receives a scholarship or grant and also to the Council of Higher Education. The student has the right to appeal to the University Administrative Board within 15 days for reconsideration of the decision concerning expulsion from a higher education institution. Penalties are entered into a student's official records. 6. During the procedures to be carried out in accordance with this Article, notification can, if deemed necessary, be made to the student by public notice at his/her own higher education institution. 7. A decision to expel a student from a higher education institution is reported to all higher education institutions, to the Council of Higher Education, to security authorities and to the relevant draft office. Students who have been expelled from a higher education institution for disciplinary reasons are not eligible for admission to any higher education institution. For more details on disciplinary procedures for students, please click on the link provided below: /journal_content/56_instance_rehf8bisfyrx/10279/

42 II.2. YILDIRIM BEYAZIT UNIVERSITY SCHOOL OF FOREIGN LANGUAGES ENGLISH PREPARATORY CLASS COMPLAINTS POLICY & PROCEDURE 1 Introduction 1.1 The Complaints Policy & Procedure covers complaints against any academic or nonacademic University services and can be used by any student/faculty member who is not satisfied with any University service. 1.2 Most complaints can be resolved informally with the people directly involved. However, when this is not possible, students are encouraged to follow these procedures to make a formal complaint. 2 Scope 2.1 This procedure applies to all students of the Prep Class 3 Definitions 3.1 Words and phrases in this document shall have the following meanings: Complaint: written complaint made in accordance with this policy Complainant: a student or a faculty member who makes a complaint Prep Class: Yıldırım Beyazıt University School of Foreign Languages English Preparatory Class Procedure: Complaints Procedure SoFL: Yıldırım Beyazıt University School of Foreign Languages Student: Prep Class student Student Complaint Form: a complaint form to be filled in by student to express complaints in writing. University: Yıldırım Beyazıt University 4 Principles 4.1 The Prep Class fully supports the rights of its students/faculty member to express complaints about anything related to University services. 4.2 The Prep Class encourages students and all the parties involved in the complaint to resolve matters informally. 4.3 In the event that complaints cannot be resolved informally, the matters should be resolved formally in accordance with this policy. All students shall be made aware of this policy. 4.4 The Director of SoFL is responsible for ensuring that the resolution is consistent, fair, objective and transparent. 5 Procedures Stage Any Prep Class student or faculty member who wishes to make a formal complaint under this policy is required to complete a Student Complaint Form. 5.2 In the Complaint Form, the student must outline his/her complaint, explain what has been done to try to resolve the complaint informally, why he/she is still not satisfied with the outcome, and what the expected outcome is. 5.3 The form shall be submitted to the director of SoFL as soon as reasonably possible. 5.4 Where individual applicants state complaints about the same issue or a substantively similar issue, those complaints shall be dealt with separately. 41

43 Stage Upon receipt of a completed Complaints Form, the Director of SoFL shall investigate the matters raised. The investigation shall be pursued promptly and completed as soon as is feasible. 5.6 The Director of SoFL shall invite the complainant and the persons involved in the complaint to attend a meeting to discuss the matters arising from the investigation. 5.7 The complainant may be accompanied at this meeting by a friend in the Prep Class or University. This person may speak on behalf of the complainant student if the student requests it. 5.8 The Director of SoFL shall make a decision on what action to take in respect of the complaint as soon as feasible following the meeting. 5.9 The meeting and its outcome shall be documented and a copy provided to the complainant. The complainant has the right to appeal if he/she is not content with the decision made or action proposed. Stage If the complainant is not content with the decision made or action proposed by the Director of SoFL, the complainant shall write to the Director of SoFL setting out the grounds for an appeal without undue delay and in any event not later than 7 days from the date of the decision Upon receipt of written grounds for an appeal, the Director of SoFL shall refer the matter to the SoFL Executive Board The Executive Board shall invite the complainant to a meeting to discuss the appeal as soon as feasible following the referral of the matter The complainant may be accompanied at this meeting by a friend in the Prep Class or University. This person may speak on behalf of the complainant student if the student requests it A full record shall be made of the meeting and a copy provided to the complainant A decision on the appeal shall be made without undue delay and communicated in writing promptly to the parties involved. The decision shall be final within school. 6. Confidentiality 6.1 All discussions and documents relating to a complaint and its resolution shall be treated in strict confidence. Any breach of these provisions by any party shall be treated as a disciplinary matter and dealt with accordingly. II.3. SERVICES AND OPPORTUNITIES AVAILABLE FOR OUR STUDENTS The mission of improving our students in all respects - socially, mentally, physically as well as academically- endows our instructors with great responsibilities. In this regard, it is crucial that our instructors are well-informed about all the services and opportunities our students offered in our university and guide them accordingly. Below our instructors can find detailed information regarding all the services and opportunities our students offered in our university. Independent Learning Center (ILC) Independent Learning is an approach to learning where individuals take responsibility for their own self improvement outside the classroom. The Independent Learning Centre, which is located in the 3rd floor in the main building in YBU Etlik Campus, is a place for students to improve their English language skills through self-directed study. It provides access to a wide range of materials. 42

44 It has three parts: two computer rooms which are seperated by the library. In the two Computer Rooms, our students can use the computers on which a lot of practice materials for English are uploaded to improve their grammar, vocabulary, reading, writing and listening skills. The library between the two computer rooms, on the other hand, has many course books, practice sources, dictionaries, audios and stage books that our students can borrow to practise their grammar, vocabulary, reading, speaking and listening skills outside the school. In the ILC, there is also an academic counselor who helps students organize their studies, gives them advices about effective study techniques in the process of learning English and gives feedback on the writings of them. What is best about ILC, however, is that students can attend some learning and practice activities held there on a weekly basis. These activities include debates, film and discussion sessions, presentations and so on. The schedule of the activities for each month is announced on the door of the centre. Our instructors are required to inform the students in their classes or any other student requesting to be informed regarding the opportunities and services offered in ILC and to encourage them to make use of the center effectively. For this purpose, the first thing they need to do is taking their students to ILC on the date and time notified to them at the very first few weeks of the academic year and, in this way, giving their students the chance to get informed about the center in a detailed way. Library The Library, which is the most significant support unit for research and education, addresses the information needs of its users in a central point in the main building of YBU Etlik Campus from 8:30 to 17:30 every weekday. Our students are provided with some books about their departments or novels and story books in our library and are allowed to borrow any three books except for the dictionaries they want at one time for 15 days. Any student who needs to keep any material from the library longer than 15 days needs to renew the due date to be able to keep it for another 15 days. Any late return of a long loan material, however, incurs a 50 Kr fine per day. Those students who want or need to make use of the library of any other university in Ankara can do so upon filling in a request form which will be approved by the librarian. Those students who want to reach the catalogue in our library from a computer outside any campus need to fill in a request form that they can get from For further information, you can contact IT department. Extracurricular Activities YBU offers a wide variety of extracurricular activities as a complement to the academic formation of its students. Extracurricular activities are divided into three groups: sports, cultural, educational and fun. Sports extracurricular activities include basketball, football, volleyball, table tennis, billiard and chess matches and tournaments among regular classes or school teams of YBU and other universities. Cultural extracurricular activities include seminars or lectures related to the current issues in politics, education, science, health through which our students get the chance to improve their culture by listening to and asking questions to some professionals who are all experts in their fields and get certificates. The seminars or lectures organized by social clubs in YBU and including personal development seminars, career seminars, sign language training lectures, speed reading training lectures are held in the Conference Room in the main school building in YBU Etlik Campus. 43

45 Educational extracurricular activities include communicative activities in English and watching some well-known films in English for the students of YBU foreign languages school which are both held in ILC (Independent Learning Centre) which is in the main school building in YBU Etlik Campus. Fun extracurricular activities are basically spring festivals which are held in the second or third week of May every year and include various concerts, competitions among students and instructors, debates in English and so on. What is best about the spring festival is that during the festival a lot of stands are opened in YBU Etlik Campus and some of these stands are allocated for our foreign students so that they will introduce their cultural food and items with our Turkish students. Sports Facilities There is a sports center in Etlik Campus, where our students can improve themselves physically, socially and mentally by taking part in various sports activities. These sports activities are mainly basketball and volleyball matches which are organized either by the students themselves, social clubs or YBU Youth and Sports Club. YBU Sports Center is also a well-equipped facility where basketball and volleyball tournaments are held on a regular basis both among regular classes at school and among teams of YBU and other universities. YBU has its own basketball and volleyball teams for different age groups and these teams represent the university in the tournaments organized by UNI-League successfully. If any of our students who are new at university would like to be a part of these teams, they should fill in the Sportsman Identification Form while they are on campus for registering in our university. There are also outdoor sports fields, mainly volleyball and basketball courts, in Etlik Campus, which are available to the use of all students who want to spend their free time doing sports. These are open to students 7 days a week. It is also possible that some football matches and tournaments are arranged on football pitches rented by Health, Culture and Sports Deparment among our university students and staff. Amongst the sports activities available in Etlik Campus are also table tennis and billiard. Table tennis and billiard tournaments are held among volunteering students every year. Also for those students who want to practice and improve their mental skills, it is possible to play chess in the main school building in Etlik Campus. Social Clubs Our students can be a member of various social clubs offered based on their interests and capabilities and can improve themselves personally and socially by taking active role in the process of arranging some social activities for the other club members or all the university students and participating in the activities arranged by their clubs. Those students who are new at university can visit the stands open in Etlik Campus throughout the orientation program at the first week of the school year and get further information about different clubs. To be able to become a member of a social club, it is again necessary to visit these stands or contact the club heads. The school clubs and their heads are as follows: NO NAME OF THE CLUB 1 GALATASARAY FANS CLUB 2 BEġĠKTAġ FANS CLUB 3 FENERBAHÇE FANS CLUB 44

46 4 HEALTHY LIFE CLUB 5 NATURE SPORTS CLUB 6 BICYCLE CLUB 7 FOLK DANCES CLUB 8 MUSIC CLUB 9 TURKMSIC-YBU CLUB 10 SOCIAL ACTIVITIES ORGANIZATION CLUB 11 SOCIAL RESPONSIBILITY PROJECTS TEAM CLUB 12 SOCIAL ACTIVITIES AND POLITICAL RESEARCH CLUB 13 THOUGHT AND ACTION CLUB 14 LAW AND CULTURE CLUB 15 CAREER CLUB 16 POLITICAL DEVELOPMENT CLUB 17 RADIO CINEMA TV CLUB 18 PHOTOGRAPHY CLUB 19 THEATRE CLUB 20 VISUAL ARTS CLUB 21 YBU DISABLED CLUB 22 BUILDING DEVOTED SOCIETY CLUB 23 LOCAL SCHOOL CLUB 24 ATATURK S THOUGHTS CLUB 25 YOUNG WORLDWIDE DOCTORS CLUB 26 YOUND AUTHORS CLUB 27 TURKIC WORLD RESEARCH COMMUNITY CLUB 28 ERASMUS STUDENTS SOCIETY CLUB 29 HISTORY AND CULTURE CLUB 30 ECONOMICS CLUB 31 MEDICINE FACULTY SCIENTIFIC RESEARCH CLUB 32 AR-GE AND COORDĠNASYON CLUB 33 FREE THOUGHTS CLUB 34 INTERNATIONAL STUDENTS CLUB 35 UN YOUTH PROJECTS CLUB The list of social clubs shared above is renewed every year and some new social clubs may be added on it. When a group of our students come together with the idea of establishing a new social club, they have to find themselves a guidance counselor instructor. Our instructors, when a group of students see themselves with such a request, should visit Health, Culture, Sports Departments and request to be informed about the responsibilities such a task will bring to them first. Accommodation Services As the capital and the second largest city in Turkey, Ankara offers a great many of state and private dormitories addressing the needs and expectations of all university students coming from different cities and countries and providing students with the comfort of their homes. YBU students can meet their accommodation needs in one of these well-equipped dormitories in Ankara that they could find on their own until the dormitories of our own university are open to the service of our students in the main campus in Çubuk. 45

47 Students who still have not arranged a place to stay when they come to YBU Etlik Campus for registration issues can visit the stands opened by different dormitories and find the one most appealing to them and get a room in it. Food Services In all campuses of YBU, our students are offered f table d'hote lunch, which is served from 12:00 to 13:30, and table d'hote dinner, which is served from 16:00 to 17:30, in the dining halls every weekday. The table d'hote menu served at one time is composed of the soup of the day, one main dish, salads and the dessert of the day and costs 2 TL per student. In addition to the dining halls, all campuses of YBU have a canteen in which our students can find many kinds of food and beverages. Our students can learn the menu served every day visiting the website Besides, in Etlik Campus, our students can enjoy the food and beverage served in the school cafeteria which is just opposite the main school building in Etlik Campus. There are also several food and beverage outlets available in the vicinity of Etlik Campus, which include YE-AN restaurant, which is just next to Etlik Campus, and a'la-carte restaurants, cafeterias, fast food services, and cafes which are in the building of Antares, which is a near-by shopping center. Additionally, in the school building at some points there are vending machines for snacks and soft drinks. Transportation Yıldırım Beyazıt University has different campuses all located in easily accessible districts in Ankara. Our campuses and their addresses are as follows: Etlik Campus: Address: Halil Sezai Erkut Cad. Sazak Sok. No: 2 Keçiören / Ankara Tel: Fax: Cinnah Campus: Address: Güvenevler Mahallesi GüneĢ Sok. No:11 Kavaklıdere, Çankaya/ANKARA Tel: Bilkent Campus: Address: Bilkent Yolu 3. Km. Çankaya / Ankara Keçiören Campus: Address: Yayla Mahallesi Yozgat Bulvarı 1480/2 Sokak Keçiören/ANKARA YaĢamkent Campus: Address: 3035 Cadde No:74 YaĢamkent/ANKARA Esenboğa Campus: Esenboğa Mah. Atatürk cd. Çubuk/Ankara Ulus Campus: Address: Çankırı Cad. Çiçek Sok. No: 3 Ulus - Altındağ / Ankara For further information about different campuses, the services offered and the departments located in each, visit Etlik Campus is the campus where the School of Foreign Languages is located. To be able to reach Etlik Campus, those students coming from other cities or countries by plane need to take the EGO bus numbered 442, get off at Kızılay, take the EGO bus numbered 261 to Etlik and then get off at the bus station nearest to YBU Etlik Campus respectively. Those students 46

48 coming from other cities by bus, on the other hand, need to take the subway train from AġTĠ and get off at Kızılay or Sıhhiye stations. Then, they could take the EGO bus numbered 261 from Kızılay or the EGO bus numbered 277, 280 or 281 from Sıhhiye to Etlik and get off at the bus station nearest to YBU Etlik Campus. Wireless Internet Connection In all the buildings in all campuses of YBU, a wireless network service is provided for the use of both staff and students. So as to be to use the wireless internet connection in their own building, students should see the authorities in IT department. Scholarship Opportunities Our Turkish students who are in need of financial support for their university education can take the advantage of a number of scholarship opportunities offered. One of these opportunities is AYBEV Scholarship, which is 150 TL and offered by Ankara Yıldırım Beyazıt Vakfı on a monthly basis, continues for 8 months a year all throughout the university education of students with the condition that the student assures a minimum amount of success required every term and every year and will not exceed the two-year limit for their education at YBU Foreign Languages School. Those students who satisfy the conditions of application are required to get the application from the Student Affairs Office in YBU Etlik Campus, prepare the required documents and hand in their application file including all these documents between 26 September and 12 October. Anyone interested can get further information the Students Affairs Office in YBU Etlik Campus. Another scholarship opportunity is provided by TEV. That scholarship which is 360 TL for university students is provided for 9 months a year for students throughout their education life. Students interested can visit The start of the application process is announced on the website at the start of education year every year. Disabled students at YBU just like all other disabled students getting their education in a state university can apply for TESYEV with the condition that they have one disability rated at 40% or more. That scholarship which is 300 TL for university students is provided for 9 months a year for students throughout their education life. Students interested can visit in order to learn the conditions to apply for the scholarship and apply for it if possible. The application process for that scholarship starts in October and is announced on the website of TESYEV. There is also the scholarship provided by KYK for 12 months a year all throughout the education of students. Information about that scholarship can be obtained from the website https://www.kyk.gov.tr/tr/genel-bilgiler/krediburs/2. The application process for getting that scholarship starts right after the University Placement Exam results are announced. Our instructors are requested to talk to any student they realize having financial problems in their classes all throughout the academic year and especially in the first class they have at the very beginning of the academic year and then report that to coordinators if necessary. That is of utmost importance so that such students will not have to face failure because of the lack of money. In-campus Job Opportunities Our students who are in need of financial support can also apply for some in-campus job opportunities through which they can earn as much as ¼ of the minimum wage in Turkey working for maximum 15 hours a week. These in-campus job opportunities include working part-time in the library, in ILC (Independent Learning Center) and so on. For further information, you should visit Health, Culture, Sports Department in Etlik Campus. 47

49 Health Service As currently there is no medical centre in any campus of YBU, students benefiting from the health insurance of their parents or having their own health insurance, should receive health service in one of the state or private hospitals in Ankara. However, when the construction of the main campus in Çubuk is completed, our students will have the access to a high-quality health service in their own campus. Our foreign students can benefit from the health service in state hospitals upon obtaining social security by following a number of steps, as follows: Go to foreigners section of the security directorate taking your international students passport with your and obtain a foreign identity number and a residence permit. With the ID number you have, go to Social Security Institution. There, you will be informed about a certain amount of money that you need to pay depending on your situation. Go to Ziraat Bank and pay that amount of money to the bank with your ID number in the 30 days following the date on which they visit Social Security Institution so as not to face any payment delay fine. Then, you will have social security for health services for a year. For further information, our students should visit the website of Health, Culture, Sports Department or visit the department. Foreign students coming from the countries which have signed the social security agreement with Turkey can obtain social security as well on condition that they can get the Social Security Institution which they benefit from in their own country to send a Health Benefits Right document to the Social Security Institution in the district they have the permit to reside in throughout their stay in Turkey. The following is the list of the countries which have signed the social security agreement with Turkey: Germany T/A 11, T/A 9, T/A 20 Netherlands N/TUR 106, N/TUR 111, N/TUR 121 Belgium B.T.8, BT 16 Austria A/TR 3, A/TR 4 France SE 208 T.R.N.C. (Turkish Republic of Northern Cyprus) K.K.T.C/T.C. 3, K.K.T.C/T.C. 6 Romania R/TR 3, R/TR5, R/TR 6 Bosnia Herzegovina BH/TR 4, BH/TR 6, BH/TR 7 Czech Republic CZ/TR 111 Macedonia MC/ Luxembourg TR/L 3, TR/L 5 Albania AL/TR 4, TR/AL 5 Turkish students who, any more, cannot benefit from their parents health insurance can also obtain health insurance by following similar steps including: Fill in the income test form that you will get from the relevant governorate or district governorate, Go to Social Security Institution and there you will be informed about a certain amount of money that you need to pay depending on your situation. Go to Ziraat Bank and pay that amount of money to the bank with your ID number in the 30 days following the date on which they visit Social Security Institution so as not to face any payment delay fine. Then, you will have social security for health services for a year. For further information, our students should visit the website of SKS : 48

50 It is also possible for our foreign students to get their medicine for free in a pharmacy in Sıhhiye. For detailed information, our students should see Health, Culture, Sports Department. Counselling Service The Psychological Counseling and Guidance Center unit within the main building in Etlik Campus offers psychological counseling and guidance services and psychiatric/psychological therapy to our students. It, therefore, assists students in enjoying high levels of mental health and emotional and social well-being. The unit is open from 8:30 to 17:30 every weekday and every meeting held with any student in the unit is kept confidential in accordance with ethical codes. Personal information of students who apply to the unit is not shared with anyone, including their families. The diversity of individuals is recognized and respected. Individuals are valued as human beings regardless of their characteristics. ERASMUS Funded by the European Union (EU), Lifelong Learning Program (LLP) Erasmus serves the aim of enhancing cooperation between higher education institutions across Europe. It enables students to study and work abroad each year. Students must have completed at least one semester of their academic program at the time of application. Applications are received regularly for the following academic year and this means that a 1st year student accepted for LLP Erasmus attends the university abroad (host university) in his/her second year in either Fall or Spring semester. Having Erasmus University Charter, YBU has been participating in the Erasmus program and sending its many students from different departments its Erasmus partners. If you are interested in the programme and want to learn more about it, visit If you want to get more information about the application conditions, visit and learn the contact information of the coordinator who is for Erasmus Exchange Programme in your own department and contact him/her. II.4. SPECIAL NEEDS STUDENTS DISABLED UNIT Aim of the Unit Embracing the opportunities to engage students as partners in their higher education, our Unit aims to provide support and services for disabled students across the University through necessary measures and arrangements so as to facilitate their educational lives and social participation. Before, after and during the lessons, in order for disabled students not to be affected negatively because of their disability and to eradicate the problems that they might face to enhance their learning and to maintain equal opportunities, precautions to be followed are below: Behaving according to the legislative regulations and making and applying suitable adaptations for disabled students. Evaluating the effectiveness of the adaptations constantly and improving these adaptations. Considering the right of privacy of the students, not sharing any relevant information about the disability of the student except for YBU Disabled unit. 49

51 Making a written statement about the main objectives, exams, evaluation criteria, including relevant dates of these exams. Preparing reading lists and lecture notes and before the relevant topic, making them available sharing them with the students online. Taking necessary precautions related to exams, assignments and evaluation criteria which are determined about teaching and evaluating at the beginning of the period, and to some changes which are not determined in advance. Supplying the students who are unable to complete the assignments and exams because of their disability with additional time. Subsidizing the students who need to help about using tape recorder and taking notes because of their disability contacting YBU Disabled unit or/and relevant faculties and head of the departments. Making necessary seating arrangements for disabled students to enhance their learning and applying those arrangements. For students who have Asperger s syndrome, talking in a clear manner avoiding abstract notions, and making additional statements if necessary. In the cases of lack of attention, using different teaching strategies, differentiating the pace of speech and the tone of voice, and emphasizing crucial information. For sight-disabled students, during the lessons, describing pictures, diagrams, graphics and charts, explain things written on the board orally, if necessary, contacting relevant unit in necessary cases to supply the students with a note-taker. Hearing-impaired: Make sure that your face is enlightened well, and you are not in darkness. During the lessons, maintain your eye-contact. Use gestures and mimics to provide additional visual clues. Talk in a reasonable pace and natural way. When required, instead of repeating the same sentences, summarize them and when talking use full sentences. Since lip-reading is extremely difficult, have regular breaks. Use sub-titled videos and prepare written summaries for any auditory material. Explain important information such as dates of the exams and classroom changes visually. Maximize the attention of the student to certain classroom debates summarizing the questions and the comments. Cooperate with the student if he/she uses supplementary technology. Student might ask you to use microphone. Student might need a notetaker. Procedures and Principles Regarding Exam Regulations Before, after and during the lessons and the exams, in order for disabled students not to be affected negatively because of their disability and to eradicate the problems that they might face to enhance their learning and to maintain equal opportunities, precautions to be followed are below: Regulating the exam rooms considering accessibility of disabled students and when required, testing the student in a different room and provide the students with additional time. Considering the topics to be covered in the exam, preparing relevant sample questions and informing the students via written notice. Making any kind of announcements related to exams or question types regarding their disability When required, assigning a reader or a marker (instructor) who possesses relevant information related to the terminology of the department. When required, providing disabled students with electronic environment during their exams. When required, enabling disabled students to take their exams with their medication or liquid (e.g. infusion pump) When required, letting the students use restrooms accompanied by an instructor. 50

52 When announcing the results of the exams, giving constructive written or oral feedback and counseling about how they can make up for their mistakes. For the students who underperform because of their disability, promoting and applying additional project works. Letting students with Asperger s syndrome or lack of attention take the exam in a different room and use computer, diminishing the effects of distractions such as light and sound, providing the students with additional time and making clear statements. For sight-disabled students, using large font size, helping him/her take the exam with a companion who is a specialist in the department, preparing tactual charts and graphics if necessary. Give additional time for hearing-impaired students to understand and express themselves. When required, make additional statements, avoid using confusing language. Let them use computers. Inform invigilator about his/her disability. If it is not possible to test the student with written form, consider alternative methods like sign language. For students having movement disorder, choosing accessible exam rooms with suitable furniture. Let them use computer, providing them with additional time and pauses to rest. For further information, please visit Mümin ġen, Disabled Unit Coordinator. address : Telephone :

53 APPENDICES YILDIRIM BEYAZIT UNIVERSITY SCHOOL OF FOREIGN LANGUAGES COMPLAINT FORM Complainant: Student ID: Telephone: Address: Please provide a concise description of the complaint. Include any relevant dates, witnesses or documentation: Explain the outcome you are seeking via the complaint process: Signature Date 52

54 H. EMERGENCIES: ACİL DURUM PLANI / EMERGENCY PLAN Okul acil durum planının amacı, personelin okuldaki acil durumlarda etkin bir Ģekilde hareket etmesine yardımcı olmaktır. The purpose of a school emergency plan is to assist staff in dealing effectively with emergencies at school. Acil durum örnekleri şunlardan oluşabilir. Bir öğrenci ya da çalıģanın ciddi Ģekilde yaralanması (örn. ulaģım kazası) Genel Sağlık Sorunları (örn. grip salgını) Okul binasında önemli ölçüde hasar meydana gelmesi (örn. yangın ya da deprem) Sert Hava KoĢulları (örn. sel) Examples of emergencies may include: Serious injury to a student or member of staff (e.g. transport accident) Significant damage to school property (e.g. fire) General Health Problems (e.g. flu epidemic) Severe weather conditions (e.g. flooding) ACİ DURUMLARDA İLETİŞİM Okullarda acil durumlarda iletiģim kurulabilecek yetkililerin numaraları vardır. Kiminle iletiģim kurulacağının bilinmesi, kötü bir olayda baģarı için çok önemlidir. Bunlar Ģöyle sıralanabilir: Okul personeli Vali Veliler / Ebeveynler Aci Durum Hizmetleri Yerel Yetkililer Yerel Radyo Ġstasyonları CONTACT DETAILS Schools have up-to-date contact details for use during an emergency. Knowing who to contact is fundamental in dealing successfully with an incident. These may include: School staff Governor Parents The emergency services The local authority Local radio stations 53

55 Depremde Yapılacaklar Depremden Önce What to do in case of an Earthquake Before Rafların güvenli olduğundan ve eģyaların düģmesini engelleyecek kapaklarının ya da kabartılmıģ kenarlarının olduğundan emin olun Çok ağır mobilya ve ekipman, duvar ya da zemine vidalanmalı Kırılabilir ve ağır eģyaları alt raflara yerleģtirin. Lambalar, ağır sanat eserleri ve aynalar sabitlenmelidir. Make sure shelves are secure and designed with latching doors or raised edges to prevent objects from falling Top-heavy furniture and equipment must be bolted to walls or floor. Store breakables and heavy objects on lower shelves. Overhead lights, heavy artwork, and mirrors need to be anchored. Deprem Esnasında Sallantı sona erinceye kadar içeride kalın. Kırılabilecek cam ya da düģebilecek mobilya ve ağır eģyalardan uzak durun. Bir masa, bank ya da sıranın altına saklanın ya da bir iç duvara veya salona gidin Sallantı sona erinceye kadar binadan ayrılmayın. Depremden Sonra Sallanma sona erdikten sonra, eģyalarınızı ve acil durum erzaklarınızı alıp dikkatlice binayı terk edin. Kontrol edilip, güvenilir olduğu bildirilinceye kadar binaya yeniden girmeyin. DıĢarıya çıkarken, binada hasar ya da yaralanmıģ veya sıkıģan insanlar olup olmadığına bakın. Depremden hemen sonra acil durum dıģında, telefon araması yapmayın. AĢırı yüklü bir telefon sistemi ihtiyaç halindekilere acil yardım verilmesini geciktirecektir. During Stay indoors until the shaking stops. Move away from windows that may break and furniture or large objects that could fall over. Take cover under a table, bench or desk and hold on, or go to an interior wall or hallway. Do not try to leave until the shaking is over. After After the shaking stops, evacuate cautiously, taking your belongings and any emergency supplies. Do NOT reenter the building until it has been inspected and declared safe. On your way out, look for signs of building damage or for persons who are injured or trapped. Watch for falling objects as you leave the building. Do not use the phone for local calls except emergencies, immediately following the earthquake. An overloaded phone system will delay the delivery of emergency assistance to those in need. 54

56 Yangında Yapılacaklar Yangından Önce Programlanan yangın tatbikatlarına katılın. Yangın söndürücülerin kullanımıyla ilgili eğitim alın. Kapalı alanlarda, bir ısı kaynağının yakınında ya da çıkıģ yollarında yanabilir maddeler yerleģtirmeyin. Uzatma kablolarının kullanımını azaltın, asla halıların altlarından ya da mobilyaların altında ya da arkasında sıkıģabilecekleri herhangi bir yerden geçirmeyin. Tüm elektrikli cihazları alev alabilecek Ģeylerden uzak tutun. Gün sonunda hepsini kapamayı unutmayın. Yangın Sırasında Acilen itfaiyeyi ya da personeli durumla ilgili bilgilendirin. Durumun detaylarını vermek için güvenli bir yerden 110 u arayın. Eğitim aldıysanız, yangını söndürmek için, taģınabilir bir yangın söndürücüsü kullanın. Eğer bir yangın söndürücü yeterli değilse, bulunduğunuz yeri terk edin. Bir an evvel oradan ayrılın ve karģınıza çıkanları uyarın. Zamanınız varsa, yangının yayılmasını engellemek için, kapı ve pencereleri kapatın. Kapalı kapılara açmadan önce dokunun. Sıcak olmaları durumunda açmayın. ÇıkıĢta asansörleri değil, merdivenleri kullanın. ÇıkıĢta, zemine yakın durun. Duman ve gazdan etkilenmemek için mümkünse ağzınızı bir bezle kapayın. Bina içindeyseniz bir korunma alanı oluģturun. Dumandan etkilenmemek için kapılardaki çatlakları ve hava boģluklarını kapamak için ıslak bezle kapayın. Camları kırmayın. Alevler ve duman içeriye girebilir. What to do in case of a Fire: Before Participate in scheduled fire drills. Get training on how to use fire extinguishers Do not store combustible materials in closed areas, near a heat source, or in exit pathways. Limit use of extension cords, never run them under carpets, or anywhere they can be pinched under or behind furniture. Keep all electrical appliances away from anything that can catch fire. Remember to always turn them off at the end of the day. During Immediately notify the fire department and the staff by pulling the alarm station. Call 110 from a safe location to provide details of the situation. If trained, use a portable fire extinguisher to extinguish the fire. Evacuate if one extinguisher does not put out the fire. Evacuate as quickly and as safely as possible. On your way out, warn others. Close doors and windows if time permits, to delay the spread of the fire. Touch closed doors before opening. Do not open them if they are hot. Use the stairs to evacuate. Do not use elevators. When evacuating, stay low to the ground. If possible, cover mouth with a cloth to avoid inhaling smoke and gases. If unable to leave the building, create an area of refuge Use wet cloth to stuff around cracks in doors and seal up vents to protect against smoke. Do not break windows. Flames and smoke can come back in from the outside. 55

57 YARALANMA / HASTALIK Sakin olun ve durumu değerlendirin. Durumun yaklaģmanız için güvenli olduğundan emin olun. Açık elektrik kabloları, kimyasal döküntü, duman, trafik ve Ģiddet gibi durumlarda dikkatli olmanız gerekir. Sorumlu bir yetiģkin, acil durum yetkilisi gelinceye kadar olay yerinde kalmalıdır. Bu yetkili kiģi acil durumu üstlenecek ve gerekli talimatları verecek ve gerektiğinde ileri seviyede ilk yardımda bulunacaktır. Herhangi bir kiģi tarafından ve bir sağlık bakım planına göre ön onay verilmedikçe ilaç VERMEYĠN. Acil güvenlik için, ciddi yaralı ya da hasta bir öğrenciyi tam olarak gerekmedikçe hareket ETTĠRMEYĠN. Acil Sağlık Hizmetlerini arayın ve gerekirse yaralı/hasta öğrenci için ulaģım ayarlayın. INJURY / ILLNESS Remain calm and assess the situation. Be sure the situation is safe for you to approach. The following dangers will require caution: live electrical wires, gas leaks, chemical spills, smoke, traffic or violence. A responsible adult should stay at the scene and give basic support until the person designated to handle emergencies arrives. This person will take charge of the emergency and provide instruction and further first aid as needed. Do NOT give medications unless there has been prior approval by anyone and according to a healthcare plan. Do NOT move a severely injured or ill student unless absolutely necessary for immediate safety. Call Emergency Medical Services (EMS) and arrange for transportation of the ill or injured student, if necessary. 56

58 APPENDIX A: POST METHOD PEDAGOGY Beyond Methods: Macrostrategies for Language Teaching- (Kumaravadivelu, 2003) There has been a shift from method-based pedagogy to post method pedagogy because of the limitations of method-based pedagogy. Dissatisfaction with method 1. There are eleven methods and they overlap. Sometimes, what appears to be a radically new method is a variant of existing methods presented with the new terminology that camouflages their fundamental similarity. 2. In fact, even the authors of the two textbooks on methods widely used in the United States were uneasy about the efficacy of the Richards and Rodgers (1986). 3. Methods are based on idealized concepts and contexts. They don t provide situationspecific suggestions to teachers. Method is a top-down exercise and they are guided by a onesize-fits-all approach. 4. The term method diminished rather than enhanced our understanding of language teaching (Pennycook, 1989) language teaching might be better understood and better executed if the concept of method were not to exist at all. 5. Teachers and teacher educators have expressed their dissatisfaction with method in different ways. teachers who are trained in and even swear by a particular method do not conform to it. teachers who claim to follow the same method often use different classroom procedures that are not consistent with the adopted method, teachers who claim to follow different methods often use same classroom procedures, and over time, teachers develop and follow activities which are not associated with any established method. 6. Methods (prescriptions for practice) were really very limited in that they dealt only with the first lessons of mainly lower level courses. Post method condition Post method has three interrelated attributes. Post method is a search for an alternative to method rather than an alternative method. 1. While alternative methods are products of top-down processes, alternatives to method are products of bottom-up processes. Post method enables teachers to construct personal theories of practice. 2. Method overlooks the experience which the teachers already have as students. 3. Principled pragmatism: Unlike eclecticism, principled pragmatism focuses on how classroom learning can be shaped and reshaped by teachers as a result of self-observation, self-analysis, and self-evaluation. To follow principled pragmatism teachers should develop plausibility (Prabhu, 1990). Teachers plausibility is their subjective understanding of the teaching they do. Three paramaters of post method (Kumaravadivelu, 2003) The parameter of particularity facilitates the improvement of a context-sensitive, locationspecific pedagogy. The parameter of practicality encourages teachers to theorize from their practice and to practice what they theorize. The parameter of possibility is derived mainly from the works ofcritical pedagogists. It aims at eliminating inequalities among the participants and ensure a peaceful and just learning environment. The post method teacher is autonomous. They build and implement their own theory of practice considering the particularities, practicality and possibility of their educational 57

59 contexts.they do so through teacher research. It involves keeping one s eyes, ears, and mind open in the classroom to see what works and what does not, with what group(s) of learners, and for what reason, and assessing what changes are necessary to make instruction achieve its desired goals.teachers can conduct research by. using questionnaires, surveys, and interviews to make needs analysis.. observe, analyze, and evaluate their own teaching acts by using a suitable classroom observation framework Macrostrategic framework The macrostrategic framework for language teaching consists of macrostrategies and microstrategies. A macrostrategy is a general guideline based on which teachers will be able to generate their own situation-specific, need-based microstrategies or classroom techniques. The suggested macrostrategies and the contextual microstrategies can assist and guide L2 teachers as they construct their own theory of practice. Macrostrategies may be considered theory-neutral and method-neutral. Theory-neutral does not mean atheoretical. It means that the framework is not constrained by any one particular theory. Likewise, method-neutral does not mean methodless. The macrostrategies are: Maximize learning opportunities Facilitate negotiated interaction Promote learner autonomy Contextualize linguistic input Integrate language skills Raise cultural consciousness Post method requires each teacher to create their own microstrategies based on these macrostrategies considering their own teaching context. Toward a Post Method Pedagogy-(Kumaravadivelu, 2001) Actualizing post method pedagogy The post method learner The post method learner is an autonomous learner. a. academic autonomy: is related to learning. Learning becomes autonomous when learners are able to take charge of their own learning.. stretch their strategies and styles.e.g.if some learners are global they might develop their analytic skills.. assess their own learning. reaching out for opportunities beyond what they get in the classroom through library resources and learning centers. b. social autonomy: Unlike academic autonomy, which is intrapersonal, social autonomy is interpersonal and it is learners ability and willingness to function effectively as cooperative members of a classroom and interact. c. liberatory autonomy: resist discrimination based on race or religion, class or color, gender or sexual orientation. Teachers can promote meaningful liberatory autonomy in the language classroom by asking learners to write diaries or journal entries about who they are and how they relate to the social world, and reflect on their observations. The post method teacher The post method teacher is autonomous. They build and implement their own theory of practice considering the particularities, practicality and possibility of their educational contexts. They do so through teacher research. It involves keeping one s eyes, ears, and mind open in the classroom to see what works and what does not, with what group(s) of learners, 58

60 and for what reason, and assessing what changes are necessary to make instruction achieve its desired goals. Teachers can conduct research by. using questionnaires, surveys, and interviews to make needs analysis.. observe, analyze, and evaluate their own teaching acts by using a suitable classroom observation framework The post method teacher trainer Top-down approach, teacher educators offer teachers suggestions on the best way to teach. A post method teacher education program must realize the importance of recognizing teachers voices and visions and the necessity of developing their critical capabilities, and achieving both of these through a dialogic construction of meaning. They should help student teachers recognize, the inequalities built into the current teacher education programs and in their future classes. They should encourage teachers to think critically so that they will ultimately derive their own personal theory of practice. Post method practitioners as pedagogic explorers Concerns about objectivity and generalizability: Pedagogic explorers may not have adequate research skills and therefore their research projects may not be reliable, valid, or generalizable. In fact, philosophers of science argue that there is no absolute objectivity even in scientific research. The question of generalizability becomes problematic only if it is approached in its traditional sense but it is inappropriate to talk about generalizability in the context of a post method pedagogy. The reason for this is that in a post method pedagogy any exploration is context specific. Research ability can be gained through a formal teacher education program or through self-study, by collaborating with more experienced colleagues. Post method imposes an extraordinary degree of responsibility on the teacher. Method and Post Method: Are They Really So Incompatible?-(Bell, 2003) The post method killing of methods Some scholars say that methods are dead. On the other hand, some scholars think that methods remain and they are descriptions of what teachers do in classrooms. Block argues that while method has been discredited at an etic level (that is, in the thinking of scholars) it certainly retains a great deal of importance at the grassroots, emic level (that is, it is still part of the nomenclature of lay people and teachers).so, whether post methodologists like it or not, methods have not gone away because the practices they describe sound like methods. Post methodologists argue that methods can never be realized in their purest form in the classroom because methods are not derived from classroom practice. However, supporters of methods ascribe the failure to realize methods to a lack of understanding of their basic qualities. At the same time, L2 teaching professionals know that what is realized as method in the classroom emerges over time as a result of the interaction among the teacher, the students, and the materials and activities. Method is socially constructed. A further dismissive argument against methods is that nobody is interested in them today. However, scholars who have closely studied methods find that core philosophies still play a fundamental role in the classroom. It is not hard to find in the principles and strategies of post method theories the very core elements of the 1970s designer methods. Just as proponents of designer methods often doubted whether teachers left to their own devices would teach systematically or not, post methodologists fear teachers will slavishly follow whatever method they have been trained in. Both underestimate the intellectual autonomy and capacity of the practitioner. Brown (2000) is also a post methodologist. He says the profession has reached maturity where we recognize the complexity of language learners in multiple worldwide contexts demands an eclectic blend of tasks, each tailored for a particular group of learners studying for particular purposes in a given amount of time. 59

61 Bell, 2003: Post methodology is one further search for method, certainly an alternative to method, prescriptions for practice, but at the same time an alternative method.so, methods are not dead. Post method does not imply the end of methods but rather an understanding of the limitations of method and a desire to transcend those limitations. Post method and CLT The paradigm shift: from positivism to post positivism and from behaviorism to cognitivism. Although the paradigm shift in L2 education began many years ago, it still has been only partially implemented. Post method pedagogy can therefore be seen as both an attempt to understand the paradigm shift that L2 education has gone through in the past 40 years and an attempt to unify practices in a more holistic way. Post methodology, therefore, rather than going beyond method, may be understood as a synthesis of various methods under the umbrella of CLT. What is new about post method is it contains: learner autonomy, context sensitivity, teacher/student reflection to construct and deconstruct the method from the procedures. References Bell, D.M. (2003). Method and post method: are they really so incompatible? 37 (2), Brown, H. D. (2000). Principles of language learning and teaching. White Plains, NY: Addison Wesley Longman. Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly. 35 (4), Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Mary Jane Peluso: Yale University. Prabhu, N. S. (1990). There is no best method-why? TESOL Quarterly. 24 (2), Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 2(4), Richards, J. C. & Rodgers, T. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. 60

62 APPENDIX B: INSTRUCTOR EVALUATION FORM Dear Students, We kindly request you to rate your instructors on the questions below. The information you give on this form will be used both to review the effectiveness of your instructor s teaching and to provide on-going information on teaching effectiveness at the preparatory school of YBU. Please make a judgement about the items below and also note that you are supposed to feel free while responding. Your response is anonymous and will not affect your grade. Thank you very much indeed for the whole-hearted support you lend. SD:Strongly disagree DA: Disagree UD:Undecided A: Agree SA: Strongly agree SD DA UD A SA 1. The instructor is punctual for the classes The instructor likes and respects students The instructor helps you when you ask for help The instructor knows his/her subject is organized and neat The instructor is active in the classroom The instructor is creative in developing activities and lessons so that I can improve English The teacher uses such supplementary materials as hand-outs, slides and so on effectively The instructor uses technology effectively to advance my learning The instructor pays an utmost importance to speak English Teacher encourages students to speak up and be active in the class Teacher gives me good feedback on homework and projects so that I can improve English The instructor follows the procedures on the listening parts of the course book thoroughly and helps students improve their listening skills. 13. The instructor encourages students in group work while teaching The instructor is available on an individual basis outside of class when I request it and leads me to learn more on my own Teacher is clear in giving directions and on explaining how to use ILC (Independent Learning Centre) effectively Teacher is prepared for class The instructor follows the pacing regularly The instructor gives me feedback on homework in a timely manner The instructor gives directions and explains how to do the on-line homework The instructor checks the on-line homework regularly The instructor hands back the quizzes on time Teacher provides activities that make subject matter meaningful and offers extra sources like books web-sites and movies etc Overall, the instructor has been an effective teacher and would love to be in his/her class again

63 24.If you wish to comment on any aspect of the course, please do so : APPENDIX C: OKUTMAN DEĞERLENDİRME FORMU Değerli öğrenciler; Yabancı Diller Yüksekokulu nda Ġngilizce eğitiminin daha verimli olabilmesi için sizlere ders veren hocalarla ilgili düģünce ve izlenimlerinizi öğrenmeyi arzuluyoruz. AĢağıdaki maddeleri dikkatlice okuyarak önyargısız bir Ģekilde değerlendirmenizi rica ediyoruz. Verdiğiniz destekten dolayı Ģimdiden teģekkür ederiz. 1. Kesinlikle Katılmıyorum 2. Katılmıyorum 3. Kararsızım 4. Katılıyorum 5. Kesinlikle Katılıyorum 1. Derslere zamanında girip çıkar Öğrencilere karģı saygılıdır Öğrencilerin dersle ilgili sorularına cevap verir ve yardım eder Derslere hazırlıklı gelir Dersi arzu ve istekle iģler Öğrencilere Ġngilizce öğrenmeyi sevdirir Sınıfa dersle ilgili fotokopi, video vb. ek materyaller getirir Teknolojiyi Ġngilizce öğretiminde etkili bir Ģekilde kullanır Dersler sırasında Ġngilizce konuģmaya azami Ģekilde özen gösterir Dersler sırasında öğrencilerin Ġngilizce konuģması için çaba sarf eder Öğrencilere Ġngilizceyi daha iyi nasıl öğrenebilecekleri konusunda yönlendirir Kitapta ilgili dinleme bölümlerini özenle uygular ve öğrencilerin dinleme becerilerini geliģtirmeye çalıģır Ġngilizce dersleri sırasında öğrencileri grup çalıģmaları yapmaları için teģvik eder Öğrencileri ders dıģında Ġngilizce öğrenme çalıģmaları yapmaları konusunda yönlendirir Bağımsız Öğrenim Merkezinin verimli kullanılabilmesi için öğrencileri bilgilendirir ve yönlendirir Ders konusuna hakimdir Haftalık programını takip eder Teslim ettiğim ödevlere hızlı dönüt verir On-line ödevler konusunda öğrencileri yönlendirir ve bilgilendirir On-line ödevlerin değerlendirmesini düzenli bir Ģekilde yapar Ara sınav ve küçük sınavların (quiz) zamanında geri bildirimini sağlar Öğrencilere yararlanabilecekleri Ġngilizce kaynaklar (kitap, web sayfası, film vb.) önerir Aynı öğretim elemanından tekrar ders almak isterim

64 24. Eklemek istediğiniz diğer konular: APPENDIX D: OKUTMAN İLETİŞİM No ADI SOYADI TELEFON NUMARALARI E-POSTA 1 ABDULKADĠR GÜLLÜ ARZU ÇAKIR ARZU ERYILMAZ ASLI ÜSTÜN ELMACI ASLI ERSEN YANIK AYġEGÜL BODUR AYġE TAġKIN AYÇA AKBAġ DAĞDEVĠREN BAHAR CĠCĠOĞLU BÜLENT BAYRAK CEYDA O KEEFEE ÇĠĞDEM ALPARDA DENĠZ ÖZDAL / DĠDEM YOLOĞLU DĠDEM GAMZE DĠNÇ (530) DĠLEK KAÇAR DĠLEK KILIÇ ESRA BANU ARPACIOĞLU ESRA KARAKOÇ EVRĠM ATĠK FĠSUN ÇELĠK FUNDA KÜÇÜK GAMZE BOZGÖZ / GAMZE GÜVEN YALÇIN / GÜLBEYAZ ÇOPUR HATĠCE APAYDIN ġen H. ÖZLEM KOTBAġ HĠLAL KAYA HULUSĠ ÇELĠK HURĠYE ELMAS KENAN SAHĠLLĠOĞLU MELĠKE KILIÇARSLAN

65 33 MERVE AYDIN MÜGE AKGEDĠK CAN MÜMĠN ġen (müdür yard) VOLHA KORBUT SALMAN OLEKSANDRA SAYMA ÖZGÜR GÜNAYDIN ÖZLEM ÖZ PELĠN AKINCI AKKURT PINAR GACAN PINAR KÜÇÜKAKIN SEMA DEMĠR SEVCAN ASLIHAN ĠLERĠ No ADI SOYADI TELEFON NUMARALARI E-POSTA 45 SĠBEL ERBAYRAKTAR / SĠBEL UZUNSOKAKLI SULHAN ALTINDAĞ SUZĠDĠLARA ÇERKES ÇINAR ġġnasġ YAġAR (müdür yrd) TARIK UZUN ÜMĠT TEKĠR / VĠCTORĠA BĠLGE YILMAZ YAKUP DAĞLI ZEHRA TOPAÇ ZÜBEYDE DURNA HATĠCE KARAASLAN ARZU ERCAN DARĠA ġen BURCU ÜNYILMAZ EYÜP ERSOY Münevver Mine ġenyil GülĢah COġKUN Ergun KABAKÇI Tuğba KARABULUT Neslihan ATCAN ALTAN Merve N. GÜLDEOĞLU Ġbrahim Çağrı USLU Seda ÖZÇELĠK Seydi Battal BERTLEK AyĢe ÇAKIR Duygu içten Eda BAĞCI

66 73 BüĢra ASLAN Garry Hendry Pety NTASI Rabbia Shoukat Petra mrazowa 78 Lone özen 79 Dennis o keefe 80 Amir farjami SOSYAL BİLİMLER ÜNİVERSİTESİNDEN GÖREVLENDİRME İLE GELEN OKUTMANLAR No ADI SOYADI TELEFON NUMARALARI 81 MELEK KĠLECĠ DAVUT DOĞAN AYġE AYDINER NURĠYE ĠN TELEFON No ADI SOYADI NUMARALARI 85 EBRU ÖZTEKĠN MÜġERREF ELĠF GÜVEN TUBA DEMĠRKOL MEHMET A.AYAZ EMĠNE YORGANCILAR FATMA COġKUN MÜRÜVVET NASÖZ Ö.FARUK YILDIZ GÜLTEN KOġAR ÖNER SOLAK ÖZGE DERETARLASI SEÇĠL ĠPEKÇĠ Özlem AKÇAY Sibel ÇAKIROĞLU E-POSTA E-POSTA 65

67 Akademik bilgi sistemi giriģ linki APPENDIX E: NOT GĠRME SĠSTEMĠ Kullanıcı adı kurum sicil numaranızdır. Kullanıcı adı, Ģifreniz ve güvenlik kodunu girip sisteme giriģ yapabilirsiniz. Sisteme ilk giriģte açılan sayfadaki zorunlu alanları doldurunuz ve Ģifre değiģtir kısmından Ģifrenizi mutlaka değiģtiriniz. Sınav notlarını girmek için sırasıyla -sınav iģlemleri -hazırlık sınıfı not giriģine tıklayınız. 1.dersin önündeki kutu içindeki kalem iģaretini tıklayınız. Açılan sayfada dersi alan öğrencileri göreceksiniz. Sınav girme durumlarını iģaretleyerek ve öğrencinin notunu yazarak kaydet düğmesine basınız. Daha sonra ilan et düğmesine basıp iģleminizi bitirebilirsiniz. 66

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