Welcome to Bilkent University School of English Language (BUSEL).
This handbook has been designed to give you all the basic information needed about our school. On the following pages you will find our Mission Statement along with details of our Education System, Syllabus, Assessment, Courses, and School Rules and Regulations.
Bilkent University School of English Language prepares students for English-medium academic study in the faculties and vocational schools within the university. The school comprises three parts; the English Language Preparatory Program, bringing students’ level up to the basic minimum required to study in departments; the Faculty Academic English Unit (FAE), providing English language support to students on courses in the vocational schools and in the faculties; and the English Translation Studies Department (ETS), providing an Associate Degree in English-Turkish Translation to students seeking employment in business and professional organisations.
Of the 260 teachers employed by the school, 180 are involved in preparatory language courses and specialist units, and the remaining ones are working in post-preparatory courses. The structure of the school is complex in view of its size. There is a Directorate which co-ordinates and manages the different activities within the school; a Teacher Services Unit which is responsible for all staff matters right across the school; a Student Services Unit which deals with registration and counselling for the large population of students; a Self-Access Unit which aims to help students develop their potential as autonomous learners; a Curriculum and Testing Unit which ensures the production of quality language teaching programs and quality tests; and a Teacher Training Unit which provides in-service training and support for teachers.
The school operates out of two large buildings on East Campus.
John O’Dwyer
Director
TABLE OF CONTENTS
WELCOME
BUSEL MISSION STATEMENT................................................................................ 1
1. EDUCATION IN THE ENGLISH LANGUAGE PREPARATORY PROGRAM.............. 2
1.1 TEACHING UNIT STRUCTURE................................................................................. 2
1.2 LEARNER INDEPENDENCE...................................................................................... 2
1.3 STUDENT SUPPORT UNITS.................................................................................... 2
1.3.1 THE SELF-ACCESS UNIT................................................................................. 2
1.3.2 COUNSELLING SERVICE UNIT......................................................................... 3
1.4 STUDENT REPRESENTATION.................................................................................. 3
1.5 STUDENT EVALUATION OF LEARNING.................................................................... 3
1.6 STUDENT ORIENTATION PROGRAM........................................................................ 3
2. CURRICULUM AND ASSESSMENT...................................................................... 4
2.1 COURSES.............................................................................................................. 4
2.2 ASSESSMENT........................................................................................................ 5
2.2.1 ATTENDANCE................................................................................................ 5
2.2.2 LEARNING PORTFOLIOS (LPs)........................................................................ 6
2.2.3 CUMULATIVE ACHIEVEMENT TESTS (CATs)..................................................... 7
2.2.4 TEACHER ASSESSMENT (TA).......................................................................... 7
2.2.5 END OF COURSE ASSESSMENT (ECA).............................................................. 7
2.2.6 CONTINUOUS ASSESSMENT GRADE................................................................ 7
2.3 DURATION OF STUDIES IN THE ENGLISH LANGUAGE PREPARATORY PROGRAM........ 7
3. LEVELS AND PROGRESS IN THE ENGLISH LANGUAGE PREPARATORY
PROGRAM.......................................................................................................... 8
3.1 FOUNDATION LEVEL......................................................................................... 8
3.1.1 ELEMENTARY LEVEL.................................................................................. 8
3.1.2 PRE-INTERMEDIATE LEVEL........................................................................ 8
3.2 INTERMEDIATE LEVEL...................................................................................... 8
3.3 UPPER INTERMEDIATE LEVEL............................................................................ 9
3.3.1 FOR 4-YEAR DEPARTMENT AND ETS STUDENTS......................................... 9
3.3.2 FOR 2-YEAR VOCATIONAL SCHOOL STUDENTS.......................................... 9
3.4 PRE-FACULTY LEVEL......................................................................................... 9
3.5 OVERVIEW OF LEVELS...........................................................................................10
4. SUMMER SCHOOL..............................................................................................10
5. REFRESHER COURSE.........................................................................................10
6. CERTIFICATE OF PROFICIENCY IN ENGLISH EXAMINATION (COPE)..............10
6.1 SITTING COPE......................................................................................................10
7. EXTERNAL EXAMINATIONS...............................................................................10
8. SCHOOL RULES AND REGULATIONS.................................................................11
8.1 GROUND RULES....................................................................................................11
8.2 CLASSROOM ENVIRONMENT..................................................................................11
8.3 PUNCTUALITY.......................................................................................................11
8.4 MATERIALS...........................................................................................................11
8.5 SPEAKING IN TURKISH..........................................................................................12
8.6 CLASS CHANGE.....................................................................................................12
8.7 NOTICE BOARDS...................................................................................................12
8.8 UNIVERSITY CODE OF DISCIPLINE.........................................................................12
8.9 CHEATING IN EXAMS.............................................................................................12
8.10 RULES AND REGULATIONS IN BUILDINGS.............................................................12
8.11 LIBRARY.............................................................................................................13
8.12 DRIVING.............................................................................................................13
8.13 PARKING............................................................................................................13
8.14 PETITIONS..........................................................................................................13
8.15 LEAVE OF ABSENCE.............................................................................................13
8.16 MEDICAL REPORTS..............................................................................................13
BUSEL's aims are enshrined in its Mission Statement.
We provide the students with a learning environment which;
We provide the teachers with a professionally stimulating place to work.
We contribute to the maintenance and improvement of English within the University and the community at large.
We contribute to the improvement of general English language teaching standards in Turkey. |
At BUSEL, we believe in the importance of every student. We are committed to creating an environment which allows students to develop their potential to the optimum. In order to achieve this we try to understand each student's abilities, interests, learning styles and study habits and to monitor his/her educational progress very carefully throughout the year in order to give support when needed.
At BUSEL, education is considered to be a two-way process. The teacher provides learning opportunities for the student, and the student has the responsibility to actively participate in the learning process. For the student this means participating in class activities such as taking effective notes, asking questions, listening to his/her teachers actively, getting involved in pair or group work and studying independently outside the classroom.
As educators our basic responsibilities are to teach, guide and facilitate student learning. Our expectations from students are for them to take the responsibility for their own education by developing a stronger sense of independence in their learning. For this reason, Learning Portfolios have been specially designed and incorporated into our curriculum in order to assist students in the process of becoming more independent learners. In addition, students are expected to devote a recommended number of hours per week to self-study.
There are 11 Teaching Units (TU) and a Self-Access Unit (SAU) in the English Language Preparatory Program. Each TU consists of 13-14 teachers and 120-130 students and is managed by a Head of Teaching Unit (HTU). One of the important aspects of TUs is the fact that student performance can easily be followed by teachers and the HTU.
At university, students are exposed to an unfamiliar learning situation which often demands that they work independently outside of class hours. One constant element throughout the English Language Preparatory Program is the fostering of this independence to bridge the gap between the expectations of high school and university.
The self study hours are an integral part of program. Students are expected to spend a lot of time studying outside class hours. Teachers help students organise their learning efficiently outside class time, and students commit themselves to be hard working and conscientious in tasks and self-study. Self-study develops and reinforces the active participation of the student in their own learning. The minimum recommended number of self-study hours per week for each level is 35. It is recommended that this time is spent working on Learning Portfolio (LP) tasks, doing homework, and in using the Learning Center in East Campus Library and materials available to help students learn and consolidate what they have been taught. Students who do not do this work outside of the classroom find it very difficult to be successful in the courses.
The English Language Preparatory Program has developed "Student Support Units" which are designed to help students in their self-study, i.e. study outside the classroom, and give educational guidance where needed. These units are called the Self-Access Unit and Student Services Unit.
The Self-Access Unit aims to train students in study skills in order to make them more effective learners and to provide opportunities for them to work independently towards their goal of acquiring the language and skills necessary for success in the English Language Preparatory Program and in the university.
This unit consists of Self-Access teachers who have received extensive formal training on Self-Access. The role of the Self-Access Unit and centres is:
The opening hours for the learning centre are designed to give students the maximum time possible to make use of any facility.
LEARNING CENTER
| EAST CAMPUS LIBRARY
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Administrative Guidance
The Counselling Service Unit is concerned with all aspects of students' educational experience in the English Language Preparatory Program and aims to give students support when needed. It provides information regarding school rules and regulations, institutional and external exams, levels and assessment.
We believe that students will have greater academic success if they pay attention to their goals in university and in life. Student counsellors answer any questions about the program system and help students with problems that may adversely affect their studies. Whenever students feel they need help, information or self-improvement support, they can find the student counsellors in the following telephone numbers:
C Building N Building
Student Counsellors 290 2097 290 5185
Since the beginning of the 1995-1996 Academic Year, English Preparatory Program has been running a Class Spokesperson Scheme with the following objectives:
Each class in the program has the opportunity to select one spokesperson to attend regular meetings. To help spokespersons understand and fulfil the responsibilities of their position, they are presented with written guidelines and are given training in how to contribute to an effective meeting.
In the English Preparatory Program we are all committed to maintaining and improving the high quality learning environment that exists for our students and staff. To this end students, through questionnaires, give feedback on the input they receive twice during a course. They have the opportunity to evaluate the learning environment and to identify strengths and weaknesses in the school in order to improve and maintain the quality of education we offer.
All students are given information about the system, academic demands of the classroom and student and academic support units in the school through a Student Orientation Program at the beginning of each academic year.
The Curriculum and Testing Unit is responsible for the ongoing evaluation and revision of the English Language Preparatory Program syllabus and assessment systems which are based on the needs of students in their schools and departments. The syllabus ensures a gradual development in both language and skills so that, on leaving the program, the students are aware of their use of both language and skills.
Each course consists of input and practice in reading, writing, listening, speaking, grammar, vocabulary and learner training.
The syllabus objectives are divided into four distinct levels. Students are placed at the appropriate level according to the results of the COPE Stage 1 and Stage 2 at the beginning of the year. The school reserves the right to re-place students who are unable to cope with their level within the first week of the academic year. General descriptions of the levels are as follows:
Foundation (Elementary and Pre-Intermediate) – These courses provide grounding in the English language and equip students with the necessary skills essential for work at higher levels. Students develop all skills and are required to produce assignments in these areas as well as mastering the Elementary and Pre-Intermediate word lists.
Intermediate – At Intermediate level students are primarily expected to develop fluency and accuracy in the language they were presented with at previous levels. Language and lexis are both extended and consolidated. Students focus in more depth on the academic skills they are required to have at entry into their freshman year.
Upper Intermediate – While this course offers a new set of advanced language items, it further consolidates the language points from the previous levels. Students are required to demonstrate a good command of the productive skills with an ability to express themselves clearly and concisely to read effectively a broad range of material, and to follow lectures and talks in English.
Pre-Faculty Level- This course aims to bring students’ language, skills and lexis up to the level required for entry into faculties.
In addition to normal teaching hours, all or some of the students in a unit may also be given instruction individually, in small groups or as a class to further meet their needs when it is deemed necessary by the Head of Teaching Unit. Tutorial attendance is included in the regular course attendance as well, and is therefore compulsory.
It is planned that within the next three years, all levels will have specially designed textbooks written specifically for each level. The English Language Preparatory Program is developing its own textbooks and has a team working on this.
All aspects of the Curriculum and Testing Unit’s work (syllabus, course outlines, Learning Portfolio (LP) tasks, materials, tests) are constantly open to feedback from both teachers and students, which allows the school to constantly improve on the product we are offering.
In the English Language Preparatory Program there are two types of tests; Cumulative Achievement Tests (CAT), which are given as part of continuous assessment to assess student progress within a course period; and end-of-course assessments (ECA) which assess student achievement at the end of a course period.
1. To be eligible to sit an ECA or COPE the student must:
2. In order to pass to the next level students must;
3. In order to pass into their vocational school or department the students must do the following;
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We believe that students need to actively attend classes in order to learn the necessary content of each course; therefore there is a 90% attendance requirement in the English Language Preparatory Program. Attendance is taken in every class at the beginning of each period. Any student who does not attend a minimum of 90% of classes is not eligible to sit the end-of-course exam at the end of the course and automatically fails the course requirements and therefore has to repeat the course.
“Bona fide” late registering students have their attendance calculated from their time of entry onto the course; however, they still need to meet all other course requirements. Non-attendance limit, which is 10%, is given to students only for emergencies, or activities such as participating in inter-university games or taking part in the national team.
In cases when lessons are cancelled, students may be asked to stay in school after classes. They may also be asked to attend make-up classes at the weekends.
It is advisable for students to keep their attendance records themselves and confirm them with their class teachers on a regular basis in order to prevent difficulties at the end of the course.
When a student asks for leave of absence, s/he should apply to the Counselling Service in writing with all the relevant documentation. If the request is accepted, the Counselling Service will notify both the class HTU and the student. However, submission of documentation does not mean automatic acceptance and excuse for non-attendance. Should a student be found attempting to tamper with attendance records, disciplinary action will ensue.
Medical notes including sick notes from the Health Center will not be accepted as an excuse for non-attendance or missing any of the course requirements (CAT & LPs). Medical Reports will only be taken into consideration if the report period covers ECAs (See 8.16 below).
In order for students to learn English effectively it is essential for them to study outside class on a regular basis. Additionally, when students pass into their Freshman year they need to have a good level of English together with a familiarity with academic skills in order to listen to lectures, take notes on lectures, read long text books for each course, take notes from their reading, participate in discussion in seminars, prepare papers for discussions in seminars and write essays and reports.
An essential part of each course is the successful completion and submission of an LP. Each LP consists of different parts which are made up of different tasks. Students are required to do different tasks in their own time to submit them for assessment by specified dates. These tasks are designed to consolidate what has been learnt in class, and to encourage systematic independent learning. The LP tasks help students learn and diagnose their strengths and weaknesses and provide an opportunity to work outside the classroom, focusing on the course objectives of a particular level.
At the beginning of each course the content of the LP, the submission schedule and assessment criteria will be announced to each group of students according to their levels.
To be eligible for an ECA, students should complete and submit the LP tasks, its parts and the LP itself on the specified dates for each course. The student is ineligible in the following cases:
University Senate Action on Cheating and Plagiarism
Students are strongly reminded that cheating and plagiarism in any form are not allowed. In cases of cheating and plagiarism, the English Language Preparatory Program will enforce the disciplinary penalties decided by the University Senate. A full account of this decision is given below.
“To use somebody else’s ideas, viewpoints, or work in a paper, project report or any similar document which is presented as part of a course requirement, without proper acknowledgment of the source, is punishable by suspension from the university from one week to one month.
To submit any homework, project, report, term paper or thesis which has been prepared by someone else as one’s own work, to prepare the same for other persons, to submit someone else’s work with or without amendments, and to present in a thesis someone else’s ideas or findings without due acknowledgment of the source is punishable by suspension from the university for one to two semesters.”
Students are assessed by means of 3 CAT exams during each course. Each CAT exam may be given in more than one part at different times. Teachers indicate in good time when CATs will take place. Students who are late for the CATs are not accepted to the classroom and when they miss a CAT they automatically get zero. The zero is taken into account in the calculation of the final grades. There is no make-up for the CATs; therefore, students are advised that it is very important to be in the class for each CAT as absence will reduce the continuous assessment grade accordingly.
The overall weighting of CAT grades in the continuous assessment is 95% (95/100) (see 2.2.6 below).
As a part of continuous assessment all teachers teaching the same class give students a mark two/three times each course and the average is taken at the end of the course. This mark is based on the teachers’ evaluation of a student’s:
The overall weighting of the Teacher Assessment grade in the continuous assessment is 5% (5/100) (see 2.2.6 below). Class teachers explain the TA criteria in the classroom. Please note that a Teacher Assessment grade cannot be changed.
Only those students who are eligible can sit the ECA or COPE at the end of a course. A make-up exam is only given if students have a medical note covering the exam date. There is no make-up exam for the COPE.
At each level the continuous assessment grade is calculated by adding up CAT and TA grades; the following is the percentage allocation for each.
Cumulative Achievement Tests (CAT) 95%
Teacher Assessment (TA) 5%
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Only students who receive 60% (60/100) or more from the continuous assessment grade can take an ECA.
The total duration of studies may range from one semester to 2 years, depending on the level a student starts at. However, students cannot spend more than 2 years in the program and those students who fail to pass the Foundation level by the end of their first year are required to leave the university. In addition, students who cannot meet the requirements within their remaining time allowance in the school will also be dismissed.
3. LEVELS AND PROGRESS IN ENGLISH PREPARATORY PROGRAM
There are four levels in the English Language Preparatory Program through which students progress.
- Elementary Level
- Pre-Intermediate Level
Each level may have up to 30 class hours a week. Students are also expected to do a minimum of 35 hours a week self-study outside the classroom, for which the East Campus Library is available.
3.1 FOUNDATION LEVEL
3.1.1 ELEMENTARY LEVEL
Students with little or no English take the Elementary course, which is between 250-280 hours. At the end of this course students who meet the course requirements will be eligible to take the Elementary End of Course Assessment (ECA). Students who pass will move up to the Pre-Intermediate level.
To finish Elementary level and then progress to the Pre-Intermediate level, students are required to do the following:
Students who fail to meet these requirements will repeat the level.
3.1.2 PRE-INTERMEDIATE LEVEL
The Pre-Intermediate level course is 200-250 hours. At the end of this course students who meet the course requirements will be eligible to take the Pre-Intermediate End of Course Assessment (ECA). Students who pass will move up to the Intermediate level.
To finish Pre-Intermediate level and then progress to the Intermediate level, students are required to do the following:
Students who fail to meet these requirements will repeat the level.
3.2 INTERMEDIATE LEVEL
The Intermediate level course is 200-250 hours. At the end of this course students who meet the course requirements will be eligible to take the Intermediate End of Course Assessment (ECA). Students who pass will move up to the Upper Intermediate level.
To finish Intermediate level and then progress to the Upper Intermediate level, students are required to do the following:
Students who fail to meet these requirements will repeat the level.
3.3 UPPER INTERMEDIATE LEVEL
3.3.1 FOR 4-YEAR DEPARTMENT AND ETS STUDENTS
The Upper Intermediate level course is 200-250 hours. At the end of this course students who meet the course requirements will be eligible to take the Upper Intermediate End of Course Assessment (ECA). Students who pass will move up to the Pre-Faculty level.
To finish Upper Intermediate level and then progress to the Pre-faculty level, students are required to do the following:
Students who fail to meet these requirements will repeat the level.
3.3. 2 FOR 2-YEAR VOCATIONAL SCHOOL STUDENTS
The Upper Intermediate level course is 350-400 hours for those who start at the beginning of the each semester and is 200-250 hours for those starting in mid-semester.
To finish Upper Intermediate Level students are required to do the following:
1. Meet the Eligibility Criteria
Students who do not meet the criteria cannot sit the COPE and automatically fail the course. They are then required to repeat the level.
2. Pass the 2-year Vocational School COPE Boundary.
Students who fail to pass the 2-year COPE boundary fail the course and thus have to repeat it.
NB. Upper Intermediate students who pass the 2-year vocational school COPE boundary on the COPE can start their studies in their schools and will take ELS 103, 104 and 203, 204 English Language courses during their studies.
Upper Intermediate students who pass the 4-year department boundary on the COPE can start their studies in their schools and will take ELS 101 and 102 English Language courses during their studies.
Those Upper Intermediate students who pass the 2-year vocational school COPE boundary can continue their studies at Pre-faculty level. Students who fulfil the requirements of the Pre-faculty level and pass the 4-year department COPE boundary can start their studies in their schools and take ELS 101 and 102 English Language courses during their studies.
The Pre-faculty level course is 350-400 hours for those who start at the beginning of each semester and 200-250 hours for those starting in mid-semester.
To finish Pre-faculty level and start studies in their departments students are required to do the following:
1. Meet the Eligibility Criteria
Students who do not meet the criteria cannot sit the COPE and automatically fail the course. They are then required to repeat the level.
2. Pass the 4-year Department COPE Boundary.
Students who fail to pass the 4-year COPE boundary fail the course and thus have to repeat it.
3.5 OVERVIEW OF LEVELS
Students are required to pass the following exams at the end of each level in order to progress to the next level, or to progress to their schools and departments;
Level | 2 year students | 4 year and ETS students |
Elementary | Elementary ECA | Elementary ECA |
Pre-Intermediate | Pre-Intermediate ECA | Pre-Intermediate ECA |
Intermediate | Intermediate ECA | Intermediate ECA |
Upper Intermediate | COPE for 2 year students | Upper Intermediate ECA |
Pre-faculty |
| COPE for 4 year students |
In each exam answers are coded onto optic forms for different sections. Students should be very careful while coding their answers and personal details onto optic forms as the school will not be held responsible for loss of marks because of wrong coding.
The BUSEL Academic Board can decide to open Summer School(s) to enable students to finish BUSEL language programmes in a year.
The BUSEL Academic Board can decide to open Refresher Course(s) in July and/or September.
The COPE is a general test of English language proficiency, which tests reading, listening, writing and language (grammar and vocabulary) for students wishing to enter degree or diploma courses at Bilkent University. It is produced in-house and administered three times (September, January, June/July) a year. Those students who pass the 2-year vocational school or 4-year department COPE boundary can start their studies in their schools and departments immediately. COPE results are valid for two years from the date of the exam.
Only those students who have successfully completed the Upper Intermediate (2-year vocational school) and Pre-faculty (4-year department) level course requirements as outlined above are eligible to sit the COPE. No student at any other level is eligible to sit the COPE.
Those students who fail the COPE are advised to consult the Counsellors about the options available to them.
There is no make-up exam for the COPE.
Students can take external exams that may exempt them from BUSEL, and allow direct entry to the vocational schools and departments.
External exam scores are valid for two years starting from the day the exam is taken. However, the BUSEL Academic Board has the final say in accepting the result of external exams. If a student's exam results are suspect, these will be investigated by the English Language Preparatory Program.
It is expected that the English Language Preparatory Program students be mature in developing a sense of responsibility and high standards of self-discipline and conduct. However, there are some basic rules which have to be observed in order to create an environment which is conducive to effective learning and teaching.
The following are the ground rules in the school. The students cannot;
Those who do not abide by the basic rules are responsible for their actions and required to accept the consequences of their conduct.
Students are expected to regard the school and the university as a place where they can express themselves freely and where they get respect as individuals. The classroom is the place where formal instruction is delivered and therefore it is essential that an academic atmosphere is created and maintained in the classroom as well as in all parts of the school. The creation and maintenance of such an atmosphere is based on courtesy and mutual respect between students and teachers in and outside the classroom. It is the responsibility of the teacher to maintain an appropriate academic atmosphere in the classroom and the responsibility of the student to cooperate in that endeavour. The teacher is the best person to decide, in the first instance, whether such an atmosphere is present in the class.
Students are expected to arrive before the class begins. Tardiness is a disturbance to other class members and the teacher. By arriving on time students ensure that there is no disturbance of the class and that they do not miss essential parts of the lesson. The teacher has the right to refuse entry to the classroom to late arriving students in certain circumstances and the student will be marked absent for the block.
Students are expected to come to class with proper materials (books, paper, pens, etc.). At the beginning of a course, if they come to class without the appropriate materials then:
i. On day 1, the teacher warns the student that they will be marked absent if they appear on day 3 without the necessary materials.
ii. On day 3, if the student is still without materials, the teacher will ask him/her to leave and will mark him/her absent for the block and will continue to do so until the student attends with the appropriate materials.
By bringing the relevant materials to the classroom, students are able to take good class notes. Keeping good class notes serves several purposes; helping students study for exams, understanding the teacher better, keeping up with the class, and remaining attentive. Not bringing materials to class will affect the TA grade in continuous assessment.
Please note that students are required to use original copies of the course books at all levels. Photocopied versions of the books or books with answers written by other students are not acceptable.
In the English Language Preparatory Program students are expected to speak in English during class hours. Bilkent is an English medium university; therefore English is the language of instruction and the means of communication between teachers and students.
Improvement in English can only occur by constantly using the language. However, there are times when it may be appropriate to use Turkish in the classroom. Then the teacher may permit speaking in Turkish. Every effort should be made to speak in English outside the classroom as well, for example with teachers and friends.
Once students have been allocated to their classes, no changes to these will be made under any circumstances.
Information relevant to students will be posted on the notice boards. Students are expected to keep themselves updated on information posted on the notice boards as part of their own responsibility.
If students wish to place notices, they should go to C Building DZ09.
It is every student's responsibility to learn and observe the University Code of Discipline (http://www.bilkent.edu.tr/bilkent-tr/services/admin/law/).
If there is any suspicion of cheating or using the work of another student in an exam, no mark will be given until complete inquiries have been made. If a student is caught cheating, their paper will be confiscated and disciplinary action will be taken.
In line with the law, BUSEL has adopted a non-smoking policy that restricts the right to smoke on its premises. Students who are caught smoking in the buildings will have their University ID Cards taken away by any member of staff and will receive a written warning. Repeated warning will lead to disciplinary action.
As members of the English Language Preparatory Program community, students are responsible for the building and furniture. School property is not to be abused. Writing on desks, walls, etc., or breaking windows or furniture is not permitted and such actions will result in disciplinary procedures, as well as reimbursement of the equivalent cost of the item(s) damaged.
Students are expected to take pride in keeping their environment clean and to co-operate in keeping the buildings as clean and pleasant as possible. Throwing soft drink containers and paper on the floor and dirtying paintwork with shoes are not permitted. If caught damaging the environment in any way, disciplinary action will be taken.
There are separate rules and regulations for the main library and students should familiarise themselves with these. Stealing or damaging books or property in any way will incur a penalty of suspension from the English Language Preparatory Program for up to 2 semesters.
Students caught driving recklessly will be reported to the appropriate authorities. This will normally result in an automatic ban from driving on campus and may also mean further disciplinary action will be taken against the student.
Students who would like to drive their own car on campus are expected to obtain a Bilkent University sticker from the Civil Defence and Security Department stationed in the Faculty of Letters and Humanities. Stickers are to be kept on the left-hand side of the car windscreen.
Students are only allowed to park in the area allocated as student parking. They are not permitted to park in the staff parking spaces. Parking tickets will be issued for students who do not observe this rule.
All petitions, letters of request or complaint, etc., should be sent to BUSEL through the Registrar's Office. None of the above can be dealt with unless this procedure is followed. Faxed petitions are not accepted.
A student in good standing may, for a valid reason, be granted a leave of absence (1 or 2 semesters) at the discretion of the BUSEL Academic Board. Students should apply to the Student Services Unit to learn about the leave of absence procedure.
Students who take leave of absence will be given a placement test upon their return. Successful students may take the next available COPE, and the failing ones will continue to study in English Preparatory Program.
Medical reports are not accepted as an excuse for non-attendance. Students should make use of the non-attendance hours announced at the beginning of each course for illnesses, emergencies and to take part in the sports activities with Bilkent University teams and the national team.
Only state hospital reports validated by the Bilkent University Health Centre in three days after the last day of the report will be acceptable as an excuse for missing the End of Course Assessment-not COPE. Private hospital reports are not accepted. If the medical report includes an exam day a student cannot sit that exam. Medical reports are not an excuse, however, for, non-attendance or missing CATs/LP tasks. Students who are ill may send their LP tasks through a friend but will get a “0” for missing CATs.
It is the students’ responsibility to read and understand this publication and failure to read this publication does not exempt students from the rules and regulations contained herein.
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