| EDUCATIONAL TECHNOLOGY (TURKISH, NONTHESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EAP5109 | Ethics in Education and Instruction | Spring | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi ATAKAN ATA |
| Recommended Optional Program Components: | None |
| Course Objectives: | The course’s emphasis on ethics and the general concepts and sources of the law and regulations is based on the premise that all educational administrators and academics must have an understanding of ethics and also be very sensitive to and knowledgeable of the law of educational institutions. Within the course, students are expected to ethic and legal duties and equip them with the necessary skills to implement ethic principles at schools. |
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The students who have succeeded in this course; a. will be able to understand basic aspects and general concepts of ethics and the law of educational institutions and their impact on the formulation of policy and decision making b. will be able to know the sources of the laws and regulations of educational institutions, and be able to conduct elementary legal research c. will be able to identify potential problems that may or may not lead to mediation or litigation |
| An overview of ethics and the law as it affects the administrator and teacher in educational institutions. The accent is on learning about ethics and the general concepts and sources of higher education law and regulations. Additionally, each student will select an individual problem area (case) for more detailed study. |
| Week | Subject | Related Preparation |
| 1) | Welcome, Review of course requirements | |
| 2) | Discussion of ethics in education | Related Reading |
| 3) | Ethical Issues in Education | Related Reading |
| 4) | Hiring Issues | Related Reading |
| 5) | Hiring Issues Case study | Related Reading |
| 6) | Compensation and Employment Issues | Related Reading |
| 7) | Promotion and tenure Issues | Related Reading |
| 8) | Terminations, nonrenewals, and reductions in force | Related Reading |
| 9) | Academic freedom | Related Reading |
| 10) | Academic freedom Case study | |
| 11) | Student disputes on academic matters | Related Reading |
| 12) | Student disputes on academic matters | Related Reading |
| 13) | Transcript and degree issues | Related Reading |
| 14) | Review | |
| 15) | Final | |
| 16) | Final |
| Course Notes / Textbooks: | Goonen, N. M. & Blechman, R. S. (1999). Higher Education Administration: A Guide to Legal, Ethical, and Practical Issues. USA: The GreenwoodEducators’Reference Collection. Kaplin, W. A. & Lee, B. A. (2006). The Law of Higher Education. CA: Jossey-Bass |
| References: | Bowers, C. A. (1998). The Paradox of Technology: What's Gained and Lost? Thought and Action, XIV(1), 49-57. Fino, J. J.Campus Software Regulations Can Threaten Academic Freedom. Retrieved December 1, 2003, from http://www.aaup.org/ publications/Footnotes/FN01/fn01jf.htm Harrison, D. L. (2002, May 28). Higher Education Issues After The USA Patriot Act. Retrieved November 20, 2003, from http:// www.nacua.org/documents/PatriotAct_Outline.pdf Simmons, J. (2000). The Future of Academic Freedom: Educational Technology and Academic Freedom. Retrieved November 13, 2003, from http://www.ed.psu.edu/acsde/deos/deosnews/ deosnews10_3.asp A survey of traditional and distance learning higher education members. (2000). National Education Association. Twigg, C. A. (2000). Who Owns Online Courses and Course Materials? Intellectual Property Policies for a New Learning Environment. Retrieved December 1, 2003, from http://www.center.rpi.edu/ PewSym/Mono2.html |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 30 |
| Homework Assignments | 7 | % 15 |
| Project | 1 | % 25 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 45 | |
| PERCENTAGE OF FINAL WORK | % 55 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 13 | 5 | 65 |
| Project | 1 | 20 | 20 |
| Homework Assignments | 7 | 7 | 49 |
| Final | 1 | 25 | 25 |
| Total Workload | 201 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. | |
| 2) | To be able to comprehend the interdisciplinary interaction with which the field is related. | |
| 3) | To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. | |
| 4) | To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. | |
| 5) | To be able to solve the problems encountered in the field by using research methods. | |
| 6) | To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. | |
| 7) | To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. | |
| 8) | To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. | |
| 9) | To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. | |
| 10) | To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. | |
| 11) | To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. | |
| 12) | Being able to independently carry out a work that requires expertise in the field. | |
| 13) | To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. | |
| 14) | Being able to lead in environments that require the resolution of problems related to the field. |