FACULTY OF COMMUNICATION
Department of Public Relations and Advertising
IUE 310 | Course Introduction and Application Information
| Course Name |
Volunteer Works
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
IUE 310
|
Fall/Spring
|
1
|
2
|
2
|
4
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | Group WorkCritical feedbackApplication: Experiment / Laboratory / WorkshopLecture / Presentation | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | ||||||
| Course Objectives | The aim of this course is to ensure that students gain information on the concept of volunteering and its applications, become aware of social problems, gain humanitarian, social, cultural, moral values and skills, and become actively participating individuals by developing/being a part of volunteering projects. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course will comprise theoretical knowledge sharing and applications on volunteering. In this course, students are expected to take part in volunteer work under the leadership of public institutions, local administrations, civil society organisations (CSOs) and create projects which seek social benefits. |
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses |
X
|
|
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction to the course, its scope and objectives | |
| 2 | The Concept of Volunteering and Being a Volunteer, Volunteer Management Around the World and in Turkey: Volunteering, University Volunteers Presentation of UN representatives (ex: UNICEF, UNV) | Arai, S. M. (2000). Typology of volunteers for a changing sociopolitical context: The impact on social capital, citizenship and civil society. Society and Leisure, 23(2), 327–352. UNDP Türkiye (2013). Türkiye’de gönüllülük: gönüllülüğün rolünün ve katkılarının keşfedilmesi. https://www.undp.org/content/dam/turkey/docs/Publications/mdgs/Turkiyedegonulluluk.pdf Wilson, J. (2000). Volunteering. Annual review of sociology, 26(1), 215-240. |
| 3 | Ethical, Moral, Religious, Traditional Values and Principles in Voluntary Work Sharing ideas on Sustainable Design Projects and the Role of the Designer in volunteering projects (Sharing examples from IUE ACTFOR- Society of Social Responsibility Projects) Volunteering Within the Context of Groups Under Risk in Society Immigrants and Volunteering (Sharing examples from the project Çocuk Gibi Bak) | Bocsi, V., Fényes, H., & Markos, V. (2017). Motives of volunteering and values of work among higher education students. Citizenship, Social and Economics Education, 16(2), 117–131. https://doi.org/10.1177/2047173417717061 Donovan, S. (2012). Volunteering smarts : How to find opportunities, create a positive experience, and more. Retrieved from https://ebookcentral.proquest.com Schuler, D.&Namioka, A. (1993). Participatory Design: Principles and Practices. Lawrence Erlbaum Associates Publishers, New Jersey ISBN:0805809511 |
| 4 | Areas of Volunteering (Disaster, Environment, Education and Culture, Sports, Health and Social Services, Family and Children, etc.) (Presentation of Turkish Red Crescent) Volunteering in Public Institutions, Local Administrations and Civil Society Organisations (CSOs) | Balabıyık, H. (2011). Gönüllülük ve yerel hizmetlere gönüllü katılım üzerine açıklamalar. Yönetim Bilimleri Dergisi, 9(1). Işıkhan, V. (2009). The aspect of social services in Turkey. Serviço Social & Realidade, 17(2), 156-171. Özmutaf, N. M. (2010). Sivil toplum kuruluşlarında gönüllü el kitabı ve gönüllüğe etkileri. Süleyman Demirel Üniversitesi Vizyoner Dergisi, 2(1), 50-64. UN (2013). Youth and Volunteerism. https://www.un.org/esa/socdev/documents/youth/fact-sheets/youth-volunteerism.pdf UNV (2018). State of the World’s Volunteerism Report. The thread that binds Volunteerism and community resilience. https://www.unv.org/sites/default/files/UNV_SWVR_2018_English_WEB.pdf |
| 5 | In-class discussion and evaluation (evaluation of initial ideas) Determining project groups | Burns, D., Picken, A., Hacker, E., Aked, J., Turner, K., Lewis, S., & Franco, E. L. (2015). The role of volunteering in sustainable development. London: Voluntary Service Overseas https://www.vsointernational.org/sites/default/files/the_role_of_volunteering_in_sustainable_development_2015_vso_ids.pdf Robinson, F., Zass-Ogilvie, I. & Hudson, R. (2012). How can universities support disadvantaged communities? http://pascalobservatory.org/sites/default/files/disadvantaged-communities-and-universities-full.pdf UNICEF (2019). Guidelines to strengthen the social service workforce for child protection. https://www.unicef.org/media/53851/file/Guidelines%20to%20strengthen%20social%20service%20for%20child%20protection%202019.pdf UNICEF (2020). Youth Advocacy Toolkit. https://downloads.unicef.org.uk/wp-content/uploads/2019/03/Youth-Advocacy-Toolkit.pdf?_ga=2.127788942.2048486420.1587591445-147143548.1587591445 |
| 6 | Project Development: Identifying the Issue, Goals and Objectives, and in-class evaluation Attending Volunteering Activities in the Field | |
| 7 | Project Development: Identifying the Target Audience and in-class evaluation Attending Volunteering Activities in the Field (Visiting related Civil Society Organisations (CSOs) and Public Institutions) | |
| 8 | Making the application plan and in-class evaluation Report presentation | |
| 9 | Field application based on the assigned distribution of workload | |
| 10 | Field application based on the assigned distribution of workload | |
| 11 | Field application based on the assigned distribution of workload | |
| 12 | Field application based on the assigned distribution of workload | |
| 13 | Field application based on the assigned distribution of workload | |
| 14 | Final Report Presentations Final Report Submissions | In-class study |
| 15 | Review of the course | |
| 16 | Review of the course |
| Course Notes/Textbooks |
|
|
| Suggested Readings/Materials |
|
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
20
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
20
|
| Presentation / Jury |
1
|
40
|
| Project |
1
|
20
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade |
4
|
100
|
| Weighting of End-of-Semester Activities on the Final Grade | ||
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
1
|
16
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
2
|
32
|
| Study Hours Out of Class |
8
|
3
|
24
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
14
|
14
|
| Presentation / Jury |
1
|
20
|
20
|
| Project |
1
|
14
|
14
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
0
|
||
| Total |
120
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to critically interpret theories, concepts, methods, instruments and ideas that form the basis of Public Relations and Advertising field. |
|||||
| 2 | To be able to collect and use necessary data to produce content in the field of Public Relations and Advertising with scientific methods. |
|||||
| 3 | To be able to use theoretical knowledge gained in the field of Public Relations and Advertising in practice. |
|||||
| 4 | To be able to use analytical thinking skills in the field of Public Relations and Advertising. |
X | ||||
| 5 | To be able to convey creative ideas and solution suggestions supported by scientific data in written and oral form to stakeholders. |
|||||
| 6 | To be able to take responsibility as individual and group members to solve problems encountered in the practice of Public Relations and Advertising field. |
X | ||||
| 7 | To be able to develop solutions that favor public good and raise awareness by having knowledge about regional, national and global issues and problems. |
X | ||||
| 8 | To be able to relate the basic knowledge of other disciplines supporting the field of Public Relations and Advertising with his/her own field of expertise. |
|||||
| 9 | To be able to use the knowledge, skills and competencies acquired by following regulations, innovations, changes, current developments, and occupational health and safety practices closely in the field of Public Relations and Advertising; in a lifelong manner and for individual and social purposes. |
|||||
| 10 | To be able to collect, interpret and share data by considering social, scientific and professional ethical values in the field of Public Relations and Advertising. |
|||||
| 11 | To be able to collect data in the areas of Public Relations and Advertising and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) |
|||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. |
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| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
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*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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