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Copy of Copy of Hacer Şivil

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Transcript of Copy of Copy of Hacer Şivil

ITU SFL ACCREDITATION PROCESS
by Hacer Şivil
From 1773 MÜHENDİSHANE-İ BAHR-İ HÜMAYUN to ISTANBUL TECHNICAL UNIVERSITY
5 city campuses 39 undergraduate programs
: Ayazağa, Gümüşsuyu, Maçka, Taşkışla and Tuzla.
MA and PhD programs in 6 instutitions
QS World University Rankings
: Only university with 9 categories in Turkey
360 labs and 13 research centers
8 DDPs
+900
international partnership agreements
+200
R &DO Projects in ARI Teknokent
ANDREW HEISKEL Reward
Double major programs
FIRST
- Communication satellite, electric mini bus, hydrogen-powered boat, unmanned car, national computer, television broadcast, and university radio station
ITU Seed: Students-entrepreneurs
MOST
accredited by the Accreditation Board for Engineering and Technology (ABET) in the world
accredited by the National Architectural Accrediting Board (NAAB)
Vision
Becoming a national and international focal point in the fields of science, technology, social sciences, and the arts.
Why is English important?
1983: Preparatory English program for MA ss
1989: Preparatory English program for Undergraduate ss
1997-1998: 30%
Continuous Education Center (SEM)
Academic Offices
In-house books
2003-2004 : State Universities of New York (SUNY)
2006-2007: Andrew Heiskell Reward- Institute of International Education
2010-2011: 100%
March 2010 : Faculty Development Program (ÖYP) to meet the demands of the new faculty members of the newly founded universities in Turkey
Graduate Study Abroad English Program (YLSY) initiated by MEB
International projects
Main programs within the SFL: 155 Turkish + 17 Foreign + 13 Part-time
English Language Preparatory Programs: UPP ( 3000) & DDP (200)
110 classes with 4 levels
Advanced English Language Program
Elective Foreign Languages
MISSION

Following the vision of our university, as ITU SFL, our mission is to teach English to the technological leaders and entrepreneurs of the future in the field of science, technology, social sciences and the arts and help them communicate confidently in their future educational life in their faculties where English is used with the help of knowledge and skills in English they have attained in the SFL by raising responsible and self-confident individuals.

In this respect, the objective of the language training program is to provide the students with sufficient language skills to follow the courses in their faculties, and to train them as productive individuals with their dynamism and contemporary values for engineering, architecture and science education as well as the arts and social sciences so as to compete not only at a national level but also worldwide.

SELF- STUDY REPORT
PART I- OVERVIEW OF THE PROGRAM OR INSTITUTION
A. Program description(s)
B. Faculty
C. Student services
D. Administration
E. Other

PART II SELF-STUDY PROCESS
A. Self-Study Coordinator(s)
B. Team Members
C. Information Gathering, Dissemination, Analysis
D. Benefits of Self- study

PART III: STANDARD AREAS

PART IV. SUMMARY
A. Strengths
B. Areas for Improvement

PART V. INDICES OF SUPPORTING DOCUMENTS
A. Documents Included in the Self-Study Report in Alphabetical Order
B. Documents Available on-site in Alphabetical Order

Research (2008-2009)
Eligibility
Workshop participation
Self-study plan (within 2 months)
Self-study: V Parts
Meetings
Appoint Committees
Respond to standards
Submit self-study report within 16 months
On-site verification visit (2-3 days: visit classes and facilities, interview faculty and staff, review documents, write report)
Commision review : 13 members, 2 of whom are elected from the accredited school
Response to report
Annual reporting
Re-accreditation
STANDARD AREAS
52 standards to 44

M Mission (1)
C Curriculum (3) X 2
F Faculty (7) 5X2
FES Facilities, Equipment and Supplies (1) X 2
AFC Administrative and Fiscal Capacity (12) 4X2
SS Student Services (8) 4X2
R Recruiting (3) X 2
LS Length and Structure of Program of Study (2) X 2
SA Student Achievement (4) 2X2
SC Student Complaints (1) X 2
PDPRP Program Development, Planning, and Review (2) X 2
Required Areas

Section A Required Responses (Description of current operations to show how the standard is met)

Section B 1) Documents in the report
2) Documents on site
Section C Self Recommendations
Sub- Committees
SFL Website (T&E) www.ydy.itu.edu.tr
UPP Student Handbook (T&E)
DDP Student Handbook (T&E)
UPP Curriculum Guide
DDP Curriculum Guide
Instructors' Handbook
Job Descriptions
WCO & SAO Offices
YDY Press Office: In-house books
Meeting Schedule (100+)
Translations
Editorial Review Committee
Pocket Folder
Flight & Accommodation Arrangements
Site- Visits November 2011 & December 2016
HOW?
'Regulation on Foreign Language Education in Universities' announced in the Official Gazette issued as 27074 on December 12, 2008 which includes the definition of the Placement Test and the minimum number of class hours to be delivered in a foreign language preparatory program and so on. The inspection of the implication of such regulations in universities is carried out by YÖK.
Meetings with directors of SFLs
Discussed Topics and Common Problems
Teacher Recruitment
Curriculum and Materials Development
Regulations
Exams
In-Service Trainings
Importance of Accreditation
Ss' Profile
Expected Outcomes
Length of the Program
Elective Courses
Technology
QUALITY
Focus on Curricular Isssues (FOCI)
T-Plus
etc
Integrating an ethos of learner development in the design of the curriculum:

How to include/incorporate/integrate
Critical thinking in an EAP curriculum
Practices used to foster learner autonomy
Teacher and learner roles
Teacher training
Teacher awareness
Teacher support
Moving to a student-centred curriculum

Overcoming the Challenges of a learner development focused curriculum:

Teacher & Learner roles
Using already autonomous learners as catalysts
Resistance from teachers or learners
Motivational factors – teachers and learners
Autonomy vs standardisation
Autonomy vs exam-based system
Autonomy vs strictly designed curriculum
In relation to our learners

Techniques, Tasks & Tools to foster independent learner competencies:

How to promote and implement independent learning
Study skill training
Material development
Scaffolding tasks
Instructor input – how much? Magic Formula?
How to evaluate success
Realistic goals for low-levels
Integrating technology i.e. interactive programmes, portfolios etc.



2- FOCI III
Visiting partner campuses
Attending ELT workshops and seminars
In-service trainings
Workshops
Observations
Orientations
Off-site professional development activities
Surveys:
Student Self-Evaluation
Teacher Evaluation
Overall Program Evaluation
Evaluation of Facilities at School
Benchmarking
Meetings
Accreditation
PROS

- Provides an opportunity for everyone to focus on the mission and vision
- Enhances openness and cohesion
- Narrows gap between personal and organizational goals
- Is an opportunity to recognize strengths, opportunities, challenges (SWOT)
- Generates improvement
- Provides a framework for continued growth
- Helps to cooperate to prepare action plans
- Improves physical conditions and technology
- Develops KNOW-HOW knowledge
- Enhances prestigue
- Administration, Faculty, and student awarenes
- DEDAK
Personal benefits
-Gives faculty and staff a sense of inclusion and empowerment
-Encourages faculty development and results in a stronger sense of professionalism
For administrators, it is a means of
- continually evaluating the effectiveness of existing practices and the appropriateness of any changes
- assessing the ability of the program to continue to meet its missions and goals
- ensuring that program activities are not stagnant and are kept up to date with current research & best practices
- involving faculty and staff in reaching the goal of the program
For faculty, it is a means of
- being involved in the on-going effort to ensure program quality
- assessing their own teaching and professional involvement
- gaining knowledge of issues beyond their own classroom
For students, it ensures
- that the curriculum meets their needs
- that assessment is reliable & valid
- that support services are of top quality
- that they will receive the services the program or institution has promised
Steering Commitee: Prof. Dr. Nebiye Musaoğlu, Hacer Şivil, Nilüfer Ülker
Self-Study Coordinator: Hacer Şivil



Sub-Committees
Sub-Commitee I: Semra Gönel, Hatice Bilgin, Suzan Arıman
Administrative and Fiscal Facilities, Equipment, Supplies

Sub-Committe II: Gamze Moran, Mehtap İpek Kurt
Student Services, Recruiting, Student Complaints

Sub-Committe III: Zeynep Kurular, Gönül Işıl Çevik
Curriculum, Faculty Length and Structure of Program of Study

Sub-Committe IV: Daniel Cupery, Birol Çetinkaya,
Student Achievement

Editorial Committee: Şule Enginarlar, Terry Gardner
Note: The team members were exempt from teaching workload in 2009-2010 spring term. However, their assigned duties in the academic offices continued throughout the spring term. Deniz Keskin received a-two hour release time to translate the required documents in 2009-2010 spring term and 2010-2011 fall term. He received a four-hour release time in 2010-2011 spring term. Nurçin Buyruklar and Canan Sağbilge assisted the DDP coordinator in 2009-2010 spring term while answering the standards for the DDP. In 2010-2011 academic year, the DDP level coordinators, İlkay Tan and Funda Hatip assisted the DDP coordinator to complete the DDP Curriculum Guide. Birol Çetinkaya completed his duty as a Test Office Head at the end of 2010-2011 fall term until when he prepared assigned standards together with Daniel Cupery, who later completed the remaining elements and who is the current head.
Self-Study Plan
The team members together with the steering committee undertook the following:

•meeting on regular basis
•recording meeting minutes
•going over each standard to clarify what was required and/or suggested
•providing documentation
•having documents translated
•collecting information from various sources such as ITU web page, SFL web page, some units under the Rectorate, the SFL Directorate, etc.
•updating any out-of-date and /or ambigious information
•analyzing and evaluating the SFL strengths, weaknesses, opportunities, and threats in terms of various aspects such as the facilities, programs, etc.
The SFL Self-study Plan, Self-study, and Self-study Report

evaluates its own performance in providing quality English language instruction to its students. It is not meant to be simply a way of producing a report.
Changes have been implemented during the process.
The self-study report format

Prepare self-study plan following CEA directions
Number documents according to CEA requirements
Prepare folders with narrative and documentation and an appendix folder
Submit response to AFC 15 & 16 in separate folders
Send one set by required date, hear from CEA staff
Typical activities include

• framing questions for each standard
• collecting data
• reviewing and analyzing the data
• evaluating the performance of the program or institution as a result of those activities
• making recommendations for improvement
The self-study coordinator is required t0

attend the accreditation workshop
• write and submit the self-study plan
• create committees and subcommittees
• coordinate the activities of the self-study
• provide guidance and assistance to the committees
make sure that committees meet deadlines
• coordinate the writing of the self-study report
• submit the self-study report
• serve as the contact person for CEA
• coordinate the on-site visit
Sample Meeting Schedule

(file 3)
The Self-study Plan
I.Name of program or institution:
Mission of the program or institution
Organizational structure
II. Name of the self-study coordinator
III. Timeline for carrying out the activities in the self-study process
lV. List of members of the self-study committee(s) and their roles. For each includeName, position in program or institution, and self-study responsibility.
V. Affirmation that adequate resources will be provided for the self-study
Self-study report outline
Part I Introduction
A. History of the Program
B. Type of Program or Institution
C. Organizational Structure with Organizational Chart

Part II The Self-Study Process
A. Name of the Coordinator
B. Names and Positions of the Committee Members
C. How Information was Gathered, Disseminated and Analyzed

Part III Response to Each Standard within the Ten Standard Areas (Include a seperate section-within a seperate tab in the binder-for each of the required standard area.

(file 4)

Part IV Summary
A. Strengths
B. Areas for improvement
C. Implementation plan and timeline
D. Changes in the program made during the self-study process
 
Part V Indices of Supporting Documents

A. Documents included in the self-study report (include volume, standard and page number) in alphabetical order
B. Documents available on-site in alphabetical order

Activities during the visit, scheduled by the self-study coordinator

Initial meeting
A tour of facilities
Interviews
The review of on-site documents
Class visits
break times
exit briefing

The team room :private and lockable to meet and hold interviews and to work on the report
a pocket folder
After the Visit
No more than 45 days after completion of the site visit, CEA mails the review team report to the site by registered mail, return receipt requested.
The site must respond to the report in writing no later than 30 days.
Commission Decisions
5 years for programs that meet CEA standards
1 year for programs that substantially meet the standards but have minor standards related deficiencies
4 years continued accredidation after one year initial accredidation
Deferred accreditation for up to a year
Denial of accreditation
IV. Summary
A. Strengths
B. Areas for Improvement
C. Implementation Plan and Time Line
D. Changes Made During the Self-Study Process

(file 5)
Following the vision of our university, as ITU SFL, our mission is to teach English to the technological leaders and entrepreneurs of the future in the field of science, technology, social sciences and the arts and help them communicate confidently in their future educational life in their faculties where English is used with the help of knowledge and skills in English they have attained in the SFL by raising responsible and self-confident individuals.

In this respect, the objective of the language training program is to provide the students with sufficient language skills to follow the courses in their faculties, and to train them as productive individuals with their dynamism and contemporary values for engineering, architecture and science education as well as the arts and social sciences so as to compete not only at a national level but also worldwide.

Our mission is communicated to faculty, students, and staff, as well as to prospective students, and the public by means of brochures, leaflets, media, national and international conferences, and the website.

Hacer Şivil
ITU SFL
Self-Study Coordinator
sivilh@itu.edu.tr
190+ universities
Globalization
Higher Education Draft Bill ( Article 47)
Turkish Higher Education Qualifications Framework:
Associate : A2
Undergraduate: B1
Post-graduate: B2
Doctorate: C1

ITU'S STANCE
PROCESS
THANK YOU
Cons

Explanation like YÖK, laws, and regulations
Fee
Organization- Plan
Time Strain

Full transcript