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Controversies in Technology
It is clear that modern technology is a major force shaping the society in which we live and the way we experience the world. Since technology is value-neutral, whether it is good or bad depends upon how it is used. In this course, you will read and discuss some texts from sociology, philosophy, and politics about the impacts of today’s technologies in society, and ethical considerations in the use and expansion of it. You will discuss to what extent we should use technology considering its pros and cons, and answer various questions such as: What is, and what ought to be the role of technology in society? Will future technology improve humanity? What can be the consequences of merging humanity, science, and technology?
This course will help you to relate the texts you study to your own life experiences as well as to other people you want to know closer, and thus achieve personalization through exploration. This course will also give you a chance to participate in thought-provoking discussions, watch and analyze films/documentaries related to the subjects covered in the course fostering the development of critical thinking skills.
Challenges: Difficulties or Opportunities?
This course is designed to help you improve your ability to use English in written and oral formats within academic context. We will meet the language and academic skills/goals of the Faculty Academic English Department by critically and creatively examining the topic of challenges. The course aims to provide a general introduction to the subject of challenges which can bring difficulties in life or present some opportunities. We will mainly focus on the social, psychological, economical and political effects of challenges for individual people, society, and the countries, which seem to change according to the culture, economy and politics of that country. Also, this course aims to provide students with the ability to participate in contemporary society as active citizens by raising their awareness of the socio-political, psychological and ethical issues which appear as a result of various challenges. Accordingly, the central question in this course is whether challenges are efforts to test one’s ability to overcome mental and/or physical difficulties, or they are opportunities to achieve success against all odds.
I view myself as a facilitator of learning, rather than as an expert who only delivers information to students. I try my best to teach my students the importance of time management, organization, preparation, respect for other people, the value of clear and effective communication, and self-development. To do this in the best way possible, I prefer bringing energy to my class in order to get my students excited about the subject and be stimulated to learn.
I prefer a humanistic approach in teaching since the students are more attentive and ready to learn in a positive climate of mutual respect. They are encouraged to play an active role in class so that they can develop life-long learning skills which they need for their professional lives. I always tell my students that we learn new ideas, new strategies and new philosophies from our colleagues, students and the community we live in, so that we can be aware of the opportunities we may encounter. However, this can never be enough for someone to be successful and satisfied. Addressing the social questions and working to create a better society and worldwide democracy are equally important.
1. Soylu, E., (1991) Teaching English To Students of Business Administration. METU ELT Convention Abstracts Book, p. 13.
2. Soylu, E., (1992) How To Put Our Students At Ease In Class. METU ELT Spring Convention Abstracts Book, p. 15.
3. Soylu, E., (1992), Approaches to ESP: Using The Communicative Approach. The Second International Conference on ELT and Teacher Training in the 1990 Abstracts Book, p. 5.
4. Soylu, E., (1996), Yaratici Bir Çocuk Yetistirme. Translated from C. Mac Gregor, Raising a Creative Child. Papirus Yayinlari, 130 p.
5. Soylu, E., (1997), Write on. Marmara University, “Hazirlik” Conference, Enrichment Through Interaction Abstracts Book, p. 15.
6. Soylu, E., Birlik, S. (2001), Classroom Discussion. The 5th International INGED-Anadolu ELT Conference Abstracts Book, p. 19.
7. Soylu, E. (2002), Reading Based Writing: Rewarding or Intimidating? IATEFL Special Interest Groups 2002 Symposium Abstracts Book, p. 36.
8. Soylu, E. (2002), MI in CBI. Interchanges and Exchanges: Current Trends in ELT, International TESOL, ETAI, INGED Conference Abstracts Book, p. 24.
9. Soylu, E. (2002). Integrating Multiple Intelligences into FYE Goals and Objectives. Bilkent University, The 4th Annual First-Year English Summer Symposium.
10. Soylu, E. Silman, F. (2002), Günümüzün EğitimYöneticileri. XI.
Eğitim Bilimleri Kongresi Bildiri Ozetleri Kitabı, s. 149.
11. Soylu, E. (2003). Using Films in the Language Classroom. Proceedings of the 2nd International Balkan ELT Conference.
12. Soylu, E. & Gokalp, G. (2013). İşyeri Ortamındaki Profesyonellik algısının, İngilizce Görevlileri/Okutmanlarının İş Stresine Etkisi. 8. Ulusal Eğitim Yonetimi Kongresi Bildiri Özetleri, s. 196-197.
13. Soylu, E. (2014). Teaching embedded in group tutorials. Retrieved from http://risc01.sabanciuniv.edu/search~S9?
14. Soylu, E. (2016). Feed-forward, Improve Better. In Akşit, T., Mengü H. I., Turner, R., (Eds). Bridging Teaching, Learning and Assessment in the English Language Classroom. 2018.
15. Soylu, E. (2017). Constructive Feedback: Guidance for Higher Performance. 15th International BUSEL Conference.
16. Soylu, E. (2019). An Evolved Practice of Individual Tutorials. 6th BUSEL Symposium.
I have designed two interactive workshops (Note-taking, Time Management) for GE 100 Orientation course for the new students, and given note-taking workshops in Summer Camp Programs for high school students (2018, 2019). I have attended the ‘Continuous Professional Development Conference’ at Atılım University and presented my Ph.D. Dissertation (2015). I have also given a talk about the importance of having a hobby as an activity of Humor and Culture Society (2016). I have prepared three ‘Lunch-Time Sessions’ (Enhancing Student Participation, Note-taking, Time Management) organized by Bilkent University Teaching and Support Center-BTLSC (2019). I have been a jury member in the poster presentation of MA TEFL students (2021).
I have been the academic member of the Higher Council of Student Clubs for 7 years. I have become the mentor of our new colleagues in the FADA Unit, and made presentations regarding individual and group tutorials, and giving feedback, in their orientation programs.
I had my BA (English Language and Literature, 1979) and MA (Counseling and Guidance, 1983) from Hacettepe University. After completing the Diploma Program in English for Academic Purposes-DEAP (Bilkent University, 2008), I received my Ph.D. in Educational Administration in METU (2014).
I worked at Hacettepe University (School of Foreign Languages, instructor, tester, Medical English Courses instructor, Department Coordinator, 1979-2000). I was a part-time instructor in Turkish Military Academy (1980-83), Turkey Electricity Association (1983-84), Turkish Radio and Television (1988-89), Undersecretary of Treasury and Foreign Trade (1985-91), Central Bank of Turkey (1986-94) and Garanti Bank (1994-95). I worked in Çankaya University (Head of Testing Office in English Preparatory School, February 2000-May 2000). After starting Bilkent University (September 2000), I have worked as an instructor, Writing Centre Tutor, Line Manager, and GE 400 Course Coordinator. I have designed/revamped and taught ENG 101/102, 400/401, and GE 400. I have given many presentations at national and international conferences.