Staff Handbook - Yıldırım Beyazıt Üniversitesi

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YBUSFL
TEACHER HANDBOOK
2014
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.
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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)
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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, emails 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
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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 20-25 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.
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 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 (A1A2/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 (B1B2) 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:
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 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.
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 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
 about the curriculum
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



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




for annual leave
for official correspondence
for stationery
for medical reports and unattendance of students
Testing Unit
 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.
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2014-2015 EĞĠTĠM ÖĞRETĠM YILI AKADEMĠK TAKVĠMĠ
GÜZ YARIYILI
24 Eylül 2014
ORYANTASYON PROGRAMI
YABANCI DĠL DÜZEY BELĠRLEME (YDDS) VE MUAFĠYET
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)
YDDS SONUCUNUN ĠLANI
YABANCI DĠL MUAFĠYET SINAVI (YDMS)
YDMS SONUCUNUN ĠLANI
1. DEVRE DERS BAġLAMA TARĠHĠ
1. DEVRE DERS BĠTĠġ TARĠHĠ
YABANCI DĠL MUAFĠYET SINAVI (YDMS) BAġVURU
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)
BAHAR YARIYILI
04-10 Eylül 2014
TARĠHLERĠ ( YDMS'DEN MUAF OLAMAMIġ ve HAZIRLIK
PROGRAMINA DEVAM ETMEYEN TÜM LĠSANS/LĠSANSÜSTÜ
ÖĞRENCĠLER)
16 ġubat 2015
10 Nisan 2015
20 Nisan 2015
12 Haziran 2015
8-12 Haziran 2015
22 Haziran 2015
12 Eylül 2014
12 Eylül 2014
15-16 Eylül 2014
18 Eylül 2014
22 Eylül 2014
14 Kasım 2014
24 Kasım 2014
16 Ocak 2015
20-23 Ocak 2015
27-28 Ocak 2015
30 Ocak 2015
17-18 Haziran 2015
YAZ OKULU
YAZ OKULU BAġVURU TARĠHLERĠ
DERSLERĠN BAġLAMA TARĠHĠ
DERSLERĠN BĠTĠġ TARĠHĠ
TARĠHLERĠ ( YDMS'DEN MUAF OLAMAMIġ ve HAZIRLIK
PROGRAMINA DEVAM ETMEYEN TÜM LĠSANS/LĠSANSÜSTÜ
ÖĞRENCĠLER)
22-26 Haziran 2015
29 Haziran 2015
7 Ağustos 2015
27-31 Temmuz 2015
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6-7 Ağustos 2015
13 Ağustos 2015
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
Junior: C1 (Proficient)
Contact Person: Yakup Özsaraç (Faculty Secretary)
Faculty of Humanities and Social Sciences: Department of Psychology
Department of Turkish Language and
Literature
Department of Sociology
Department of History*
Department of Philosophy
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Department of Information and Records
Management
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
Department of Electronics and
Communication
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
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Contact Person: Mustafa Bülbül (Faculty Secretary)
Faculty of Health Sciences: Department of Nursing
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:
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
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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
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
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
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.
to all faculties‖
ii.
to all faculties‖
g. Faculty of Health Sciences
(Department of Nursing)
i.
all faculties‖
ii.
all faculties‖
iii. MYD 201-202: 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 301-302: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
h. Faculty of Medicine
i.
ING 101-102:refer to section ―Common Academic English Courses offered
to all faculties‖
ii.
ENG 101-102: refer to section ―Common Academic English Courses
offered to all faculties‖
16
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 101-102: 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 101-102: 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 111-112: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 201-202: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 203-204: 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 171-172: 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
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, e-mails, 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 201-202-301-302: 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
V.
Evaluation
STANDARD EVALUATION
FACULTY OF BUSINESS
BUS 111
BUS 112
FACULTY OF LAW
Legalese 201
Legalese 202
Legalese 203
Legalese 204
FACULTY OF ENGINEERING
ENG 203
ENG 204
FACULTY OF POLITICS
ENG 171
ENG 172
ENG 201
ENG 202
SCHOOL OF MUSIC CONSERVATORY
ING 101
ING 102
FACULTY OF HEALTH SCIENCES
ING 101
ING 102
MYD 201
MYD 202
MYD 301
MYD 302
MIDTERM
%
35
35
FINAL
%
50
50
PORTFOLIO
%
15
15
PRESENTATION
%
0
0
ASSIGNMENT
%
0
0
50
50
50
50
50
50
50
50
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
35
35
50
50
0
0
0
0
15
15
0
0
50
50
0
50
0
0
0
0
0
0
0
0
0
0
0
0
0
0
50
0
0
100 (written
&oral)
50 (written)
50
50
50
50
0
0
0
0
0
0
0
0
50
50
50
50
50
50
50
50
50
50
50
50
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
18
ONLINE
HOMEWOR
0
0
0
FACULTY OF HUMANITIES
ING 101
ING 102
FACULTY OF MEDICINE
ING 101
ING 102
ENG 101
ENG 102
50
50
50
50
0
0
0
0
0
0
0
0
50
50
35
35
50
50
50
50
0
0
0
0
0
0
0
0
0
0
15
15
0
0
0
0
A. EAP COURSES
The evaluation for ENG 101- 102 is as follows:
MIDTERM
35%
FINAL
50%
ASSIGNMENT
8% PORTFOLIO
7% ONLINE
ASSIGNMENT
The evaluation for iNG 101- 102 is as follows:
MIDTERM
50%
FINAL
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
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 -6218
Faculty Secretaries – Contact details
1.
Mehmet ġahbalı – Hukuk – 3570
2.
MemiĢOkuyucu – IslamiIlimler – 3404
3.
Mustafa Bülbül – SiyasalBilgiler – 3578
4.
Hacı Osman Mülayim – 1271 – 1138
5.
AyĢe Demir – IĢletme – 3647
6.
Mehmet Kaya – HemĢirelik – 2901
20
7.
AhmetAlparslan – Tıp – 1148
8.
Adnan Kara – Humanities – 3651
9.
Mustafa Balcı- 1427
10.
YükselÜnaldı – 6203
Head English Departmental Coordinators
AslıÜstün( Cinnah Campus) – [email protected]
ÜmitTekir(Ovacik and Etlik Campus) – [email protected]
Student Affairs
NilayKabar– 1436 – 1261
VIII.
Academic Calendar
Refer to the YıldırımBeyazıt University web site: http://www.ybu.edu.tr/
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
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: .................................................................................................................................. 10
Holidays: .................................................................................................................................. 10
Leaves of University Personnel: .............................................................................................. 11
Time Keeping: .......................................................................................................................... 14
Code of Professional Practice in the Workplace/Ethics: .......................................................... 14
Attitude & Behaviour: .............................................................................................................. 15
Written Feedback: .................................................................................................................... 15
Classroom Management: .......................................................................................................... 16
Grade Computer System (Automation) Online System (Appendix) ....................................... 18
Library: ..................................................................................................................................... 19
Basic Duties and Responsibilities: ........................................................................................... 20
Other Duties and Responsibilities ............................................................................................ 21
Resignation ............................................................................................................................... 22
22
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 emails 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 email 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
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 email 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
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
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. 2547
and State Civil Servants law no. 657.
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
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. 657. 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
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 25785.
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. 2547
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.
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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. 2547 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
*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:
http://obs.ybu.edu.tr/oibs/akademik/login.aspx
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
%100
2. 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
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‖.
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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)
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We do this by having an exploratory mindset:
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?
Approach
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
4.
5.
6.
7.
8.
Teaching portfolio
Student feedback
Workshops/guest speakers
Classroom based research.
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
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
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
Knowledge
Awareness
QUALITIES & SKILLS
&





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
Rapport
&
Communication
Affective
&
Interpersonal
Skills
Reflection a &
Self Evaluation
 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












Lesson
Implementation
&


Management















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
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
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
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:
http://www.yok.gov.tr/web/guest/icerik//journal_content/56_INSTANCE_rEHF8BIsfYRx/10279/17960
40
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 1
5.1 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
Stage 2
5.5 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 3
5.10 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.
5.11 Upon receipt of written grounds for an appeal, the Director of SoFL shall refer the matter
to the SoFL Executive Board.
5.12 The Executive Board shall invite the complainant to a meeting to discuss the appeal as
soon as feasible following the referral of the matter.
5.13 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.
5.14 A full record shall be made of the meeting and a copy provided to the complainant.
5.15 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
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
http://ybu.edu.tr/bilgiislem/custom_page-318-formlar-ve-klavuzlar.html.
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
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
2
3
GALATASARAY FANS CLUB
BEġĠKTAġ FANS CLUB
FENERBAHÇE FANS CLUB
44
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
HEALTHY LIFE CLUB
NATURE SPORTS CLUB
BICYCLE CLUB
FOLK DANCES CLUB
MUSIC CLUB
TURKMSIC-YBU CLUB
SOCIAL ACTIVITIES ORGANIZATION CLUB
SOCIAL RESPONSIBILITY PROJECTS TEAM CLUB
SOCIAL ACTIVITIES AND POLITICAL RESEARCH CLUB
THOUGHT AND ACTION CLUB
LAW AND CULTURE CLUB
CAREER CLUB
POLITICAL DEVELOPMENT CLUB
RADIO CINEMA TV CLUB
PHOTOGRAPHY CLUB
THEATRE CLUB
VISUAL ARTS CLUB
YBU DISABLED CLUB
BUILDING DEVOTED SOCIETY CLUB
LOCAL SCHOOL CLUB
ATATURK‘S THOUGHTS CLUB
YOUNG WORLDWIDE DOCTORS CLUB
YOUND AUTHORS CLUB
TURKIC WORLD RESEARCH COMMUNITY CLUB
ERASMUS STUDENTS SOCIETY CLUB
HISTORY AND CULTURE CLUB
ECONOMICS CLUB
MEDICINE FACULTY SCIENTIFIC RESEARCH CLUB
AR-GE AND COORDĠNASYON CLUB
FREE THOUGHTS CLUB
INTERNATIONAL STUDENTS CLUB
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
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 http://ybu.edu.tr/sks/custom_page-357-aylik-yemek-menusu.html.
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:
0
312
323
01
34
Fax: 0 312 321 87 46
Cinnah
Campus:
Address: Güvenevler Mahallesi GüneĢ Sok. No:11 Kavaklıdere, Çankaya/ANKARA
Tel: 0312 466 75 33 - 74 08
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 http://www.ybu.edu.tr/category_title_list-419-yerleske.html.
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
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 http://www.tesyev.org/default.aspx?k=11&b=3&i=1189.
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
http://www.tesyev.org/default.aspx?k=11&b=3&i=1189 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
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 http://ybu.edu.tr/sks/ 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 : http://ybu.edu.tr/sks/
48
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
http://ybu.edu.tr/dib/custom_page-390-tanitim.html.
If you want to get more information about the application conditions, visit
http://ybu.edu.tr/dib/custom_page-387-erasmus-coordinators.html 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
 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
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.
E-mail address
: [email protected]
Telephone
: 0541 295 9092
51
APPENDICES
YILDIRIM BEYAZIT UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES
COMPLAINT FORM
Complainant:
Student ID:
Telephone:
E-mail 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
H. EMERGENCIES:
ACİL DURUM PLANI / EMERGENCY PLAN
Okul acil durum planının amacı, personelin The purpose of a school emergency plan is to
okuldaki acil durumlarda etkin bir Ģekilde assist staff in dealing effectively with
hareket etmesine yardımcı olmaktır.
emergencies at school.
Acil durum örnekleri şunlardan oluşabilir.
Bir öğrenci ya da çalıĢanın ciddi Ģekilde Okul binasında önemli ölçüde hasar
yaralanması (örn. ulaĢım kazası)
meydana gelmesi (örn. yangın ya da
deprem)
Genel Sağlık Sorunları (örn. grip salgını)
Sert Hava KoĢulları (örn. sel)
Examples of emergencies may include:
Serious injury to a student or member of Significant damage to school property (e.g.
staff (e.g. transport accident)
fire)
General Health Problems (e.g. flu epidemic) Severe weather conditions (e.g. flooding)
ACİ DURUMLARDA İLETİŞİM
CONTACT DETAILS
Okullarda
acil
durumlarda
iletiĢim
kurulabilecek yetkililerin numaraları vardır.
Kiminle iletiĢim kurulacağının bilinmesi,
kötü bir olayda baĢarı için çok önemlidir.
Bunlar Ģöyle sıralanabilir:
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:
Okul personeli
School staff
Vali
Governor
Veliler / Ebeveynler
Parents
Aci Durum Hizmetleri
The emergency services
Yerel Yetkililer
The local authority
Yerel Radyo Ġstasyonları
Local radio stations
53
Depremde Yapılacaklar
What to do in case of an Earthquake
Depremden Önce
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.
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.
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.
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
Yangında Yapılacaklar
What to do in case of a Fire:
Yangından Önce
Before
 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
 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.
 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.
 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.
During
55
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
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
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
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
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), 325-336.
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), 537560.
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), 161-172.
Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of
language teaching.
TESOL Quarterly, 2(4), 589-618.
Richards, J. C. & Rodgers, T. (1986). Approaches and Methods in Language Teaching.
Cambridge:
Cambridge University Press.
60
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
1.
2.
3.
4.
5.
6.
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.
7. The teacher uses such supplementary materials as hand-outs, slides and
so on effectively.
8. The instructor uses technology effectively to advance my learning.
9. The instructor pays an utmost importance to speak English.
10. Teacher encourages students to speak up and be active in the class.
11. Teacher gives me good feedback on homework and projects
so that I can improve English.
12. 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.
14. The instructor is available on an individual basis outside of class when
I request it and leads me to learn more on my own.
15. Teacher is clear in giving directions and on explaining how to use ILC
(Independent Learning Centre) effectively.
16. Teacher is prepared for class.
17. The instructor follows the pacing regularly.
18. The instructor gives me feedback on homework in a timely manner.
19. The instructor gives directions and explains how to do the on-line
homework.
20. The instructor checks the on-line homework regularly
21. The instructor hands back the quizzes on time.
22.Teacher provides activities that make subject matter meaningful and
offers extra sources like books web-sites and movies…etc.
23.Overall, the instructor has been an effective teacher and
would love to be in his/her class again.
SD
1
1
1
1
1
DA
2
2
2
2
2
UD
3
3
3
3
3
A
4
4
4
4
4
SA
5
5
5
5
5
1
2
3
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1
1
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5
1
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4
5
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5
1
1
1
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3
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1
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4
4
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5
1
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5
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5
61
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
1. Derslere zamanında girip çıkar.
2. Öğrencilere karĢı saygılıdır.
3. Öğrencilerin dersle ilgili sorularına cevap verir ve yardım eder.
4. Derslere hazırlıklı gelir.
5. Dersi arzu ve istekle iĢler.
6. Öğrencilere Ġngilizce öğrenmeyi sevdirir.
7. Sınıfa dersle ilgili fotokopi, video vb. ek materyaller getirir.
8. Teknolojiyi Ġngilizce öğretiminde etkili bir Ģekilde kullanır.
9. Dersler sırasında Ġngilizce konuĢmaya azami Ģekilde özen gösterir.
10. Dersler sırasında öğrencilerin Ġngilizce konuĢması için çaba sarf eder.
11. Öğrencilere Ġngilizceyi daha iyi nasıl öğrenebilecekleri konusunda
yönlendirir.
12. Kitapta ilgili dinleme bölümlerini özenle uygular ve öğrencilerin
dinleme becerilerini geliĢtirmeye çalıĢır.
13. Ġngilizce dersleri sırasında öğrencileri grup çalıĢmaları yapmaları için
teĢvik eder.
14. Öğrencileri ders dıĢında Ġngilizce öğrenme çalıĢmaları yapmaları
konusunda yönlendirir.
15. Bağımsız Öğrenim Merkezinin verimli kullanılabilmesi için
öğrencileri bilgilendirir ve yönlendirir.
16. Ders konusuna hakimdir.
17. Haftalık programını takip eder.
18. Teslim ettiğim ödevlere hızlı dönüt verir.
19. On-line ödevler konusunda öğrencileri yönlendirir ve bilgilendirir.
20. On-line ödevlerin değerlendirmesini düzenli bir Ģekilde yapar.
21. Ara sınav ve küçük sınavların (quiz) zamanında geri bildirimini sağlar.
22. Öğrencilere yararlanabilecekleri Ġngilizce kaynaklar (kitap, web
sayfası, film vb.) önerir.
23. Aynı öğretim elemanından tekrar ders almak isterim.
5. Kesinlikle
Katılıyorum
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
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3
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3
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3
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4
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4
4
5
5
5
5
5
5
1
2
3
4
5
1
2
3
4
5
62
24. Eklemek istediğiniz diğer konular:
APPENDIX D: OKUTMAN İLETİŞİM
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
ADI SOYADI
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
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
TELEFON
NUMARALARI
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505 824 73 48/ 326 221 7899
5377820462
5055066848
5054538409
542 212 53 41
5326857614
5053147830
5057081500
5306128587--5334357461
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
63
33
34
35
36
37
38
39
40
41
42
43
44
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
45
46
47
ADI SOYADI
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
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
5055622792--5065553597
5075400365
5412959092
5383289328
5052556031
505 677 68 21
5063277855
5323534292
5543542595
5077669590
5079420708
5055091969
TELEFON
NUMARALARI
555 842 91 06/4802613
5342579310
5055540842
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
5056705144
5052550487
5062119889
505 386 57 65/3571137
5057080104--5057080103
5055039826
5056138216
5398352829
532 702 76 13
532 341 41 84
536 241 46 83
533 554 09 84
505 545 97 75
0554 793 47 87
0505 742 00 21
0507 229 29 12
0533 732 14 76
0541 634 22 97
0539 828 37 47
0538 676 38 19
0505 934 58 48
0505 680 63 13
0505 520 04 02
0532 591 27 90
0506 369 92 64
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
E-POSTA
[email protected]
[email protected]
[email protected]
64
73
74
75
76
77
78
79
80
BüĢra ASLAN
Garry Hendry
Pety NTASI
Rabbia Shoukat
Petra mrazowa
Lone özen
Dennis o keefe
Amir farjami
0506 273 27 40
0531 966 67 57
0534 929 28 99
0507 848 27 64
[email protected]
[email protected]
[email protected]
[email protected]
0537 910 86 25
SOSYAL BİLİMLER ÜNİVERSİTESİNDEN GÖREVLENDİRME İLE GELEN OKUTMANLAR
No
81
82
83
84
ADI SOYADI
MELEK KĠLECĠ
DAVUT DOĞAN
AYġE AYDINER
NURĠYE ĠN
No
85
86
87
88
89
90
91
92
93
94
95
96
97
98
ADI SOYADI
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
TELEFON
NUMARALARI
544 523 66 44
530 542 65 59
535 585 37 68
530 922 23 54
TELEFON
NUMARALARI
546 202 46 46
507 587 33 22
505 627 64 43
506 442 75 93
531 353 49 41
505 790 40 66
505 458 99 66
535 699 99 04
506 248 59 48
533 648 27 88
554 713 06 65
533 225 53 13
507 218 35 44
530 416 39 30
E-POSTA
E-POSTA
65
APPENDIX E: NOT GĠRME SĠSTEMĠ
 Akademik bilgi sistemi giriĢ linki
 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
APPENDIX F: GRADING SYSTEM
 Academic information system link:
 Your user name (kullanıcı adı) is your institutional registry number.
 You can log into the system through your user name, password (Ģifre) and the security
code (güvenlik kodu).
 Fill in the compulsory fields on the page which opens when you enter the system for
the first time, and change your password definitely by using the password change
section.
 To give the grades click on
-exam transactions (sınav iĢlemleri)
-prep school grading (hazırlık sınıfı not giriĢi) respectively.
 Click on the pencil in the box which is next to the 1st lesson. You will see the students
who are registered to the course.
 After checking their exam attendance status (sınav girme durumları) and giving their
grades (öğrenci notu) press the save (kaydet) button.
 Then you can finish the operation by clicking on announce (ilan et) button.
 Once you announce the grades you cannot change them. If you want to change you
should contact the student affairs office.
67

Staff Handbook - Yıldırım Beyazıt Üniversitesi

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