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LSC 1103

http://www.curricunet.com/HCT/reports/record_outline.cfm?courses_id=8463[9/12/2015 3:15:23 PM]

Higher Colleges of Technology

Common Course Outline

Course Title: Academic Reading and Writing I

Course Number: LSC 1103

Course Credit Units: 3.00

Total Contact Periods Per Week: 4

Degree Level: AAS/BAS

Course Description:

First semester BAS course focusing on basic research and academic reading and writing skills. Connects reading to vocabulary acquisitionand to the production of academic-style essays containing references. Students apply techniques such as brainstorming, organising andplanning to generate ideas, as well as drafting, revising, editing and proofreading written work.

Additional Information:

The course also equips students to access academic texts more effectively whereby they can produce written academic English which isproficient enough to demonstrate their learning and their understanding. In doing so students need to grasp the basics of research skillsoutlined below.

Grading Mode: N - Normal Grading Mode

Prerequisite Course(s):

Corequisite Course(s):

Equivalent Course(s):

EDUC 118

LSEC N100

Grade Scale: HCT Grading Scheme

Must Pass:

Course Learning Outcomes:

CLO 1- Use a range of reading strategies and skills to build interactive reading, including identifying different kinds of text structure,identifying main versus supporting detail, and opinion versus fact, drawing conclusions and evaluating, using context and othersources/resources to find and understand words, all with a large degree of independence.

CLO 2- Deploy appropriate skills and strategies to further understanding of academic vocabulary in context.

CLO 3- Use brainstorming, organizing and planning techniques to generate ideas and narrow down a topic before completing a planfor a piece of writing, and be able to locate and select appropriate sources when needed including the use of library resources.

CLO 4- Use material from relevant reliable sources to develop clear and detailed text acknowledging materials used by citing sourcesin APA format and using direct quotations correctly so that detailed information is communicated reliably and with appropriateacknowledgement. Understanding the seriousness of plagiarizing and the consequences of doing so.

CLO 5- Draft, revise, edit and proofread written work largely independently using appropriate reference materials, tools, software orwebsites where necessary.

Delivery Framework:

This course should be structured in a way that is indicative of the course objectives set and study skills that students need to acquire (seeaddition resources).

Teaching AND Learning Strategies:

The following assessment breakdown is suggested:

LSC 1103


Basic research skills 20%: Campus designed and administered test. (Outcomes: 3,4)

Reading portfolio10%: Campus designed and administered. (Outcomes: 1,2,3)

Vocabulary 15%: Campus designed and administered. (Outcomes: 1,2,3)

Writing portfolio 25%: Campus designed and administered. (Outcomes: 3,4,5)

Final, Pre-reading 10% Exam 20%: Campus designed and administered. (Outcomes, 1,2,3,4,5)

All work to be assessed using HCT rubrics schemes. (Outcomes: 1,2,3,4,5)

1. Basic research skills: You will learn how to reference work using APA style which you will use throughout your Bachelor studies.You will learn the reasons for gaining knowledge and why we need to reference work that we use. Plagiarism is a core element of thisassessment with exercises on what is and what is not plagiarism. Your teacher will guide you in sourcing materials to use in learningabout specific subject areas. Your assessment will reflect the aforementioned elements in a test format.

2. Reading portfolio: You will be guided by your teacher on readings that are suitable for your study. The readings will be connectedto acquiring vocabulary and encouraging writing. You will build a creative reading portfolio of readings accompanied by evidence ofcomprehension. With the help of your teacher through reading activities you will acquire the skills needed to interpret readings andenrich your knowledge. A grade will be given for the portfolio, using HCT’s reading portfolio rubric.

3. Vocabulary: At this level of study you will acquire new vocabulary that is connected to your readings. This will be assessed invarious ways: vocabulary logs, glossary, written usage in context, and quizzes. The main goal of this assessment is to increase yourvocabulary and academic word base.

4. Writing portfolio: This will reflect your readings and demonstrate your writing skills that have been taught over the period of thecourse. The portfolio will reflect your ability to take notes, brainstorm, summarize and check your own work. Your teacher will guideyou in attaining these skills and you will submit completed work into your writing portfolio where it will be graded using the HCT''srubrics.

5. Final, reading and essay: You will read on a specific topic area and make detailed notes a week prior to the sit-down exam.These notes will need to be extensive and contain references of your readings. The notes will then be used as a basis for your finalexam where you will be asked questions that will prompt an academic style essay. You will need to write 500-600 words for your finalessay which will contain referencing and writing skills you have learnt over the course. Grading will be moderated and HCT''s rubricsused.

Assessment Strategies:

Coursework - Set Exercises: 20% Basic research skills; APA referencing style, in-text direct and indirectcitations, essay format, sourcing and plagiarism awareness. (Outcomes: 3,4)

Coursework - Set Exercises: 25% Reading and contextualized vocabulary. (Outcomes: 1,2,3)

Coursework - Set Exercises: 25% Development of writing skills to prepare students for writing an academicstyle essay. (Outcomes: 3,4,5)

LSC 1103


Final Assessment - Set Exercises: 30% (CSA) Reading 10%: Students read extensively on a topic question. Notes aretaken. Essay 20%: Students write a timed open book essay under examconditions using notes from prior reading. (Outcomes: 1,2,3,4,5)

Total Weight: 100%

Required Educational Resources:

Student

None (2014) No E-Text required None

Additional Educational Resources:

SharePoint materials shared folder: Click Me

Materials can be uploaded or downloaded from this folder.

Attachments:

Special Comment:

Teachers should refer to the Excel spreadsheet document ‘Student Skills Mapping for GS Courses ’ which is located at:https://portal.hct.ac.ae/sites/acs/gened/default.aspx

This document details the relevant IT skills, research skills and self-study skills students should be capable of performing at each level ofstudy.

This document should be used to guide teachers so that the skills can be incorporated into relevant tasks and assessments delivered tostudents at the appropriate level of their studies.

https://portal.hct.ac.ae/sites/acs/gened/cf/default.aspx?RootFolder=%2Fsites%2Facs%2Fgened%2Fcf%2FShared%20Documents%2FCourse%20Folders%2FLSC-1103%2FMaterials%20folder&FolderCTID=0x01200091651FFE2531344D83A4B60F5C836485&View=%7b4E508278-4DA3-4A08-838C-842AE624B385%7d

https://portal.hct.ac.ae/sites/acs/gened/default.aspx

LSC 2103




Course Title: Academic Reading and Writing II





Course Description:

Fourth semester BAS course focusing on refining the skills needed for understanding longer texts and developing academic integrity andcompetency in writing academic English on a researched topic to a professional standard. Students interpret information and argumentprovided in longer academic texts and produce written English which successfully demonstrates their critical understanding of a topic andclear use of academic honesty principles using standard APA guidelines.


This course equips students to access information and argument provided in longer academic texts, including textbooks and journals, andto more effectively prepare for successful study in years three and four. It also enables students to produce written English which successfullydemonstrates both their learning and their critical understanding of a topic, and clear use of academic honesty principles using standard APAguidelines.



LSC 1103



EACE N233

EDUC N218


Must Pass:


CLO 1- Successfully apply information literacy skills to locate online or published sources of information for a given topic or questionrequiring research, and be able to document each source and evaluate its reliability.

CLO 2- Independently use a range of top-down reading skills to identify and then successfully comprehend sections of a book, articleor chapter of relevance to a given research topic or question.

CLO 3- Plan a structured answer to a given question requiring research, including appropriate format (essay, report, etc.) andproposed contents of appendices (if any), and prepare their own supporting bibliography of reliable sources, fully referenced (APA).

CLO 4- Draft, revise, edit and proofread written work largely independently, using appropriate reference materials where necessary, toreach a high standard of linguistic and factual accuracy.

CLO 5- Understand and be able to effectively use the words and word families from the Academic Word List (AWL) and contentspecific words that occur within the reading texts.

Delivery Framework:

Students Learning by Doing: Students get involved in the early stages of the research process which involves library, research, reading andwriting skills. The students learn by doing in their research & writing process as evidenced by their planning of targets, managing time andmaterials as part of researched essays.


LSC 2103


The teaching and learning strategies for the delivery of this course are at the discretion of the college and the course instructor. Instructors onthis course should consider the ethos of Learning by Doing when designing projects for the students. Projects may be individual, butpair/group work is preferred in order impress upon the students the importance and relevance of leadership, teamwork and collaboration.


Coursework - Test: 25% Portfolio of reading tests (Outcomes: 1,2,5)

Coursework - Portfolio: 25% Writing portfolio comprised of at least two researched essays and anyother assessed writing tasks. (Outcomes: 1,2,3,4,5)

Coursework - Quiz: 20% A compilation of discrete tests made up of vocabulary tests from the AWL(compulsory), paraphrasing/summarising, language work, APA specificsand aspects of plagiarism etc. (Outcomes: 1,2,3,4,5)

Final Assessment - Essay: 30% Written essay based on readings given two weeks prior (20%). Readingand vocabulary test based on the readings (10%) (Outcomes: 1,2,3,4,5)

Total Weight: 100%


Student



Online instructor resources at www.MyacademicConnectionsLab.com

English for Academic Study: Vocabulary

Attachments:

Special Comment:





LSC 1503




Course Title: Academic Spoken Communication





Course Description:

This course is for BAS students in their second semester and focuses on the use of spoken English in academic and professional contexts toapproximately CEFR mid-B2 level.






LSEC N101


Must Pass:


CLO 1- Understand the main ideas in extended formal speech, including complex lines of argument, when the topic is reasonablyfamiliar. Be able also to identify non-verbal features such as emotions from linguistic clues such as intonation and from bodylanguage.

CLO 2- Extract information from a clearly structured mini-lecture, and record sufficient details.

CLO 3- Take an active part in face-to-face semi-formal discussions and problem-solving activities, being able to present his or herviews clearly in mainly accurate English with few hesitations, and to handle turn-taking conventions smoothly. Generally, the requiredlevel is about CEFR B2+.

CLO 4- Give a clear, systematically developed presentation, highlighting significant points and supporting detail. Handle questionsfrom an audience in a professional manner.

CLO 5- Using language with a high level of clarity and fluency, make effective short public announcements from a pre-prepared scriptto meet a range of communicative purposes (e.g. public safety, marketing, events announcements).

CLO 6- Take part in an interview as either interviewer or interviewee, following up ideas and spontaneous questions as well as morestructured ones.

Delivery Framework:

This course equips students to follow lectures, demonstrations, and broadcasts aimed at near-native speaker audiences, to participateeffectively in professional and academic discussions, and to make announcements and presentations in a professional manner.


The breakdown of the 70% coursework assessment is at the discretion of the department. The following breakdown is a suggestion only:Oral Presentation: 20%Campus designed and administered. (Outcomes: 4)Skills Demonstration: 20%Campus designed and administered. (Outcomes: 1,2,3,4,5,6)Coursework: 20%Campus designed and administered. (Outcomes: 1,2,3,4,5,6)

LSC 1503


Participation: 10%Assessed to campus specifications. (Outcomes: 1,2,3,4,5,6)

Instruction should be based round the set textbook, which contains 7 chapters, and more than enough by way of activities. Not all chaptersneed to be covered, so the book should be used selectively. Key learning outcomes must be covered. Completion of relevant tasks to anincreasing standard is important, so that by the end, students can handle spoken communications in a professional manner. Individualfeedback, by teacher and by peers, and practice on aspects found to be challenging (e.g. areas of pronunciation) are to be encouraged.


Coursework - Set Exercises: 70% Campus designed and administered. (Outcomes: 1,2,3,4,5,6)

Final Assessment - Test: 30% Campus designed and administered. (Outcomes: 1,2,3,4,5,6)

Total Weight: 100%



Attachments:

Special Comment:

LSS 2003




Course Title: Creating Your Future

Course Number: LSS 2003




Course Description:

Introduces the techniques and methods of applied research. Write a research proposal and carry out primary research and relate it tosecondary research. Produce a findings report overviewing the research conducted and interpreting the findings in written and oral format. Demonstrate knowledge of concepts by way of a journal article review and knowledge test.


Develop an appropriate use of the personal and verbal skills needed to succeed in a job interview. Understand and apply professionalbehaviors and skills for employment success





LSS 2013

LSEC N307


Must Pass:


CLO 1- Understand key aspects of the UAE labor market by exploring contemporary issues related to employment.

CLO 2- Identify and reflect upon personal and professional skills and experience, develop strategies for enhancement and use thisinformation in career planning.

CLO 3- Create appropriate documentation and self-marketing materials including CV, personal statement, cover email and online jobapplications.

CLO 4- Use a range of skills and strategies to find suitable job opportunities.

CLO 5- Use the personal and verbal skills needed to succeed in a job interview.

CLO 6- Understand and apply professional behaviors and skills for employment success.

Delivery Framework:

Course Orientation

Understanding the UAE Work Environment

Research industry sectors internationally and locally

Learn about occupations and organizations

Become aware of the advantages and disadvantages of working in different sectors

Learn about policies such as Emiratization or support for business start-ups

Explore the changing needs of the market and organizations in the UAE today and areas of high growth for graduates

LSS 2003


Understanding Yourself

Use career-related questionnaires and activities to explore own personality types, skills, interests, work values, and attitudes

Reflect on these findings, developing insight and self-awareness

Review the major theories and concepts that explain human personality, motivation and employee attitudes

Career Planning

Demonstrate awareness of own abilities and achievements and possible academic pathways

Set realistic short-term and medium-term goals

Understand the process of creating a personal career development plan

Job Search Strategies

Explore and evaluate current job and career opportunities as well as requirements

Conduct a targeted job search

Learn how to identify and use a professional network

Self-Marketing

Create/update CV in an appropriate format suitable for obtaining job interviews

Formulate original and relevant personal statements

Create an online profile using professional social media such as LinkedIn and practice completing online application forms

Write a cover e-mail for a specific post

Learn how to present a positive image in interviews

Create a professional portfolio

Professional Behavior and Skills in the Work Place – suggested topics for student-led workshops

*Note: Faculty are encouraged to adapt this content to the needs of the students. Not all topics need to be covered, and students or facultymay choose alternative topics.

Professional communication

Teamwork and leadership

Entrepreneurship

Negotiation and mediation skills

Diversity in the workplace

Decision making and problem solving

Managing stress and work-life balance

Time management, setting priorities

Customer service

Identify, analyze and reframe common negative work place behaviors

Work Placement Orientation - optional

Understand the work placement process and assessments

Understand employer expectations

Research potential host organizations and make an informed choice

LSS 2003



Each course topic will be taught in both a theoretical and practical manner. Students will have the opportunity to assess themselves and willintegrate self-knowledge and skills. Each subject area will be covered in the following manner:

1. Introduction of concept in class, through BlackBoard Learn and online discussions, using various formats such as lectures, workshops,class activities and case studies. Students are expected to complete the required preparation prior to class and actively participate in classdiscussions. Active participation is required for both acquisition of theoretical knowledge as well as mastery of skills. 2. Observation of practical application of concept. Guest speakers, field trips and videos will be used to enhance student understanding of theapplication of skills in the local work environment. Students are encouraged to attend events such as career fairs and company open days.3. Learning-By-Doing through self-assessment, role play, creation of documents and/or presentation. Hands-on activities will give students aholistic integration of skills. It is recommended to allocate a considerable amount of class time to project work and ongoing feedback, and forstudents to start building their e-folio early in the semester.

4. Self-reflection. Students reflect upon their learning and areas of growth with regards to career-related skills.


Coursework - Oral Presentation: 20% Group report based on an informational interview with a person working ina field related to the students’ program Students are graded individually ontheir contribution, presentation and reflection (Outcomes: 1)

Coursework - Practical Skills Assessment: 10% As part of a practice job application, students find a suitable jobadvertisement and produce a CV and cover email that target that job. (Outcomes: 3,4)

Coursework - Practical Skills Assessment: 20% As part of a practice job application, students take part in a mock jobinterview, and evaluate and reflect on their own performance. (Outcomes: 2,5)

Coursework - Oral Presentation: 20% Group presentation on a topic related to work place behaviors and skills.Students research and present key concepts and lead a class discussionand activities. They are graded individually on their contribution,presentation and reflection. (Outcomes: 6)

Final Assessment - Portfolio: 30% (CSA) Student career e-portfolio showing evidence of self-exploration andlearning over the semester. Students submit their work and/or discusstheir learning through an oral interview (10-15 minutes) (Outcomes: 1,2,3,4,5,6)

Total Weight: 100%


Student



Online career-related resources and company websites

HCT Mehnaty Portal – specific link for each College

http://www.hct.ac.ae/mehnaty/

LSS 2003


The Career Coach – available to students and faculty through the HCT Portal

Instructor Resources

Anderson, Lydia E./ Bolt, Sandra B. (2011) Professionalism : real skills for workplace success (2nd Revised ed.) PearsonEducation ISBN: 9780131392960

Littlefield, David / Halstead, John / Mulraine, Charles, (2004) Career Skills: Opening Doors into the Job Market Palgrave MacMillanISBN: 9781403936271

Attachments:

Special Comment:

Course delivery is flexible and content should be adapted to meet the needs of both working and non-working students in different Collegesand in different Emirates.




https://hct-portal.hct.ac.ae/career_coach/index.asp?userid=H00002091&ref=1/18/2015%209:05:54%20PM


LSH 2203




Course Title: Critical Thinking

Course Number: LSH 2203




Course Description:

Demonstrate knowledge of the basic principles of critical thinking. Identify the things that stop us from thinking critically. Recognize argumentstructures and begin to evaluate and construct valid arguments. Identify the key fallacies people make in their reasoning. Apply theconcepts/principles studied during the course.


Students will meet generic concepts that pertain to the development and evaluation of sound arguments, coming to understand and applysuch terms as ‘premise’, ‘conclusion’, ‘inference’, ‘deduction’, ‘induction’, and ‘fallacy’. In constructing their own arguments, they will learn howthe ‘soundness’ of an argument will vary depending on the context in which it is used. They will examine inductive reasoning in historical andeveryday contexts. In the final phase of the course, students will apply the knowledge and skills they have gained to a case study.





LSH 2103

LSHM N294


Must Pass:


CLO 1- Demonstrate knowledge of the basic principles of critical thinking.

CLO 2- Identify the things that stop us from thinking critically.

CLO 3- Recognize argument structures and begin to evaluate and construct valid arguments.

CLO 4- Identify the key fallacies people make in their reasoning.

CLO 5- Apply the concepts/principles studied during the course.

Delivery Framework:

Suggested framework:

Weeks 1-3: Introduction to critical thinking, key concepts, barriers

Weeks 4-6: Identification, components, and construction of arguments

Weeks 7-9: Identifying common flaws in arguments

Weeks 10-13: Evaluating evidence; scientific method

LSH 2203


Weeks 14-16: Critical thinking projects


CL0 1: Achieved through discussion and practice of basic concepts and principles of critical thinking

CL02: Achieved through an examination of common and popular barriers to critical thinking

CL03: Achieved through an introduction to identifying and constructing arguments, involving common and some formal elements.

CL04: Achieved through examining common examples of fallacious reasoning

CL05: Achieved through various projects and exercises involving real life situations


Coursework - Set Exercises: 70%

Quizzes, participation, independent learning exercises, etc. (40%)

One or more applied, practical tasks or projects (30%)

(Outcomes: 1,2,3,4,5)

Final Assessment - Project Output: 30%

Comprehensive project

(Outcomes: 1,2,3,4,5)

Total Weight: 100%


Student



Attachments:

Special Comment:





ENGL N125




Course Title: English Communications I

Course Number: ENGL N125



Degree Level: HD/BAS

Course Description:

This is the first of four courses which enable learners to improve their general English proficiency in support of their chosen academicprogram. The course integrates listening, speaking, reading and writing in authentic general and academic contexts. Course delivery includesa range of resources and techniques to cater to individual learning styles with a balance between language accuracy and fluency.







Must Pass:


CLO 1- Extract main points and detail from a variety of general, academic and program-related spoken texts at an appropriate level ofperformance.

CLO 2- Give oral presentations and participate in one-to-one and group discussions, on topics relevant to program areas to at leastIELTS Speaking Band 5.0.

CLO 3- Read efficiently and interpret a wide selection of general, academic and program-related texts both paper-based and on-line atan appropriate level of performance.

CLO 4- Produce a variety of written texts relevant to program areas at an appropriate level of performance to at least IELTS WritingBand 4.5.

Delivery Framework:

See instructor for more course details.


A minimum final course mark of 60% is required to pass ENGL 125. This final grade is based on:

60% college-based coursework assessmentEach college plans a common coursework assessment. Coursework assessment should constitute up to six pieces of work at the appropriatecompetency level in each of the four skills (reading, writing, listening and speaking) achieved after mid-semester. A different assessmentstrategy may be developed within a college to accommodate each student major.

30% reading, writing and listening proficiency tests.This test is constructed according to the specifications for EC1. It is administered to all students in the course in a college and is marked bythe college.

10% writing portfolio. This is a common assessment element of the course. The student should gather evidence of his/her own performance & should includeevidence of process as well as product; a reflective essay on progress made during the course should be included in the portfolio.

ENGL N125



Coursework - Test: 60% Coursework. (Outcomes: 1,2,3,4)

Final Assessment - Test: 30% Final Assessment. (Outcomes: 1,2,3,4)

Coursework - Portfolio: 10% Portfolio. (Outcomes: 4)

Total Weight: 100%



Attachments:

Special Comment:

ENGL N175




Course Title: English Communications II




Degree Level: HD/BAS

Course Description:

This is the second of four courses which enable learners to improve their English proficiency in support of their chosen academic program.The course integrates listening, speaking, reading and writing in authentic general and academic contexts. Course delivery includes a rangeof resources and techniques to cater to individual learning styles with a balance between language accuracy and fluency.







Must Pass:


CLO 1- Extract information from a range of general, academic and program-related spoken texts at an appropriate level ofperformance

CLO 2- Give oral presentations and participate in one-to-one and group discussions on topics relevant to program areas at leastIELTS Speaking Band 5.5 or above

CLO 3- Read efficiently and interpret a wide selection of general, academic and program-related texts both paper-based and on-line atan appropriate level of performance.

CLO 4- Produce a variety of written texts relevant to program areas at an appropriate level of performance at least IELTS WritingBand 5.0 or above.

Delivery Framework:

See instructor for more course details.


A minimum final course mark of 60% is required to pass ENGL N175. This final grade is based on:

60% college-based coursework assessmentEach college plans a common coursework assessment. Coursework assessment should constitute up to six pieces of work at the appropriatecompetency level in each of the four skills (reading, writing, listening and speaking) achieved after mid-semester. A different assessmentstrategy may be developed within a college to accommodate each student major.

30% reading, writing and listening proficiency tests.This test is constructed according to the specifications for EC2. It is administered to all students in the course in a college and is marked bythe college.

10% writing portfolio. This is a common assessment element of the course. The student should gather evidence of his/her own performance & should include

ENGL N175


evidence of process as well as product; a reflective essay on progress made during the course should be included in the portfolio.


Coursework - Test: 60% Coursework. (Outcomes: 1,2,3,4)

Coursework - Portfolio: 10% Portfolio. (Outcomes: 4)

Final Assessment - Test: 30% Final Assessment. (Outcomes: 1,2,3,4)

Total Weight: 100%



Attachments:

Special Comment:

LSC 2183




Course Title: English for Specific Purposes





Course Description:

Designed to improve the oral and written English communication skills of students studying degree programmes in Engineering, HealthSciences, IT, Applied Media and Business. Using input from texts, videos, and audio materials on a range of topics related to their programmestudies, students actively participate in engaging work-related discussions and decision-making tasks with a strong focus on professionallanguage use.




LSC 1103



LSC 2123

LSC 2133

LSC 2143

LSC 2153

LSC 2163


Must Pass:


CLO 1- Understand the main points from short talks given in a range of native and non-native speaker accents on straightforwardprogram-related topics, and transfer key information given to diagrams or notes.

CLO 2- Understand and use a range of semi-specialist terms used in the program, and be able to demonstrate acceptable wordchoice appropriate to a given task. (100-150 words)

CLO 3- Participate in oral activities, such as discussion (online or face-to-face), debates, role-plays, meetings, interviews, short oralbriefings, presentations or broadcasts on program-related topics using appropriate vocabulary and linguistic structures.

CLO 4- Read texts on program topics, identifying text purpose and detail.

CLO 5- Locate information on program-related topics using a variety of methods, and transfer key information to diagrams, charts ornotes.

CLO 6- Write a variety of program-related texts with a total word count over the course of between 1200 and 1600, excluding titles,tables of content and references.

Delivery Framework:

Units in the etext or on BBLearn should be broadly covered. Teachers are able to introduce other materials where appropriate and relevant tothe program major being studied.

LSC 2183



Teachers will use appropriate English language teaching methodologies with a focus on student-centred Learning by Doing, independentlearning and use of technology. Teachers are not required to be experts in the program area, but materials should reflect sensitivity to theEnglish language requirements of the program.

Teachers may find it beneficial to observe an input session and a practical session on the degree program, where possible, and to discuss thedemands of the program with subject specialists.


Coursework - Quiz: 15%

Tests/Online quizzes. Number to be determined by college team andweighted accordingly.

(Outcomes: 2)

Coursework - Set Exercises: 20% Skills assessment focussing on items taught and testing reading, listeningand writing skills. Weighted appropriately by college teams.

(Outcomes: 1,2,4,6)

Coursework - Project Output: 25% Integrated skills or Learning by Doing assessment (written work,demonstration and/or presentation). (Outcomes: 2,4,5,6)

Coursework - Oral Presentation: 10% Class discussion /debate/presentation based on program-related materialusing concepts learnt on the course. Critical thinking and questioningshould be significantly featured. (Outcomes: 2,3)

Final Assessment - Project Output: 30% (CSA)

20% for final report and 10% for final presentation. Both assessments tobe based on program related topics and concepts taught on this course.Presentation with an audience and demonstration of ability to fieldquestions appropriately.

(Outcomes: 1,2,3,4,5,6)

Total Weight: 100%


Student

Ibbotson, Mark/ Day, Jeremy (2008) Cambridge English for engineering - Student book Cambridge University Press ISBN:9780521715188

Mackenzie, Ian (2010) English for business studies - Student book Cambridge University Press ISBN: 9780521743419

Remach Esteras, Santiago (2008) Infotech : english for computer users - Student book (4th ed.) Cambridge University Press ISBN:9780521702997


Attachments:

Special Comment:

LSC 2183






ENGL N1255




Course Title: English II




Degree Level: Diploma

Course Description:

This course is the second of three courses which lead to Independent User level. The successful learner continues to develop proficiencytowards the Independent User B1 Level as defined by the Common European Framework (CEF) of Reference for Languages of the Council ofEurope.


Grading Mode: C - CC Grade





Must Pass:


CLO 1- Develop the skill of listening to native and non - native English discourse of an appropriate length and complexity delivered atnormal speed sufficiently to carry out a range of routine social, work and college - related language activities in both interactivesituations, (e.g., one -to - one conversations, group discussions and negotiations, and online activities) and non - interactive situations(e.g., listening to others talk, announcements, short presentations, TV and online broadcasts).

CLO 2- Develop the skill of speaking English sufficiently to carry out a range of routine social, work and college - related languageactivities in both interactive situations (e.g., question - answer sessions, one -to - one conversations, group discussions andnegotiations) and non - interactive situations (e.g., short talks, classroom presentations) at an appropriate level of performance (upperCEF B1 level).

CLO 3- Develop reading speed and reading skills sufficiently to carry out a range of routine of social, work and college - relatedlanguage activities, interacting with a variety of texts of an appropriate length and complexity both paper- based and online.

CLO 4- Develop the skill of writing English sufficiently to carry out a range of routine social, work and college - related languageactivities, at an appropriate level of performance (upper CEF B1 level).

CLO 5- Develop information skills required for college, classroom and workplace tasks at this level.

Delivery Framework:

In order to meet learning outcome 1, students should be given the opportunity to engage in the following:Identify the subject and most of the details of discourse on familiar social, work and college topics. Extract specific information from discourse (with some repetition and/or rephrasing) in interactive and non - interactive contexts on familiarsocial, work and college topics. Respond appropriately to oral requests for information, and straightforward sets of oral instructions and directions without the need forclarification. Recognize and identify basic opinions and attitudes from verbal and non -verbal signals. Respond appropriately to others in conversations, discussions and negotiations. Develop the receptive use of a range of vocabulary sufficient to achieve the learning outcome. In order to meet learning outcome 2, students should be given the opportunity to engage in the following: Employ conversational strategies effectively in familiar social, work and college contexts. Elicit and give information in familiar social, work and college contexts.

ENGL N1255


Participate in group discussions and planning sessions using appropriate strategies such as turn - taking, expressing opinions, checkingcomprehension, asking for clarification, agreeing, disagreeing. Give effective straightforward instructions, and directions. Give basic short oral presentations on both familiar and work related topics and on more abstract topics or subjects that involve more complexideas and language. Use tone and register generally appropriate to the mode of communication and relationship to the other party. Develop the receptive and productive use of a range of vocabulary sufficient to achieve the learning outcome. In order to meet learning outcome 3, students should be given the opportunity to engage in the following: Skim to identify the subject and most important factual information from straightforward authentic linear and non - linear written texts such asnotices, advertisements, newspapers, instruction manuals, leaflets, timetables, books, magazines and online sources. Scan to extract specified information from straightforward authentic linear and non - linear written sources as specified above. Understand and respond appropriately to simple written communications and sets of instructions and directions. Develop the use of reading skills such as predicting content, understanding the organization of a text, and dealing with unknown words. Recognize author’s purpose in straightforward written texts. Develop the receptive use of a range of vocabulary sufficient to achieve the learning outcome. In order to meet learning outcome 4, students should be given the opportunity to engage in the following: Complete straightforward everyday and work- related forms accurately and independently. Generate short notes and messages with factual, straightforward content. Write straightforward single and multi - paragraph texts relating to social, work and college - related activities. Given a model format, draft and write basic short reports on a limited range of college and work - related topics. Write formal and informal letters on straightforward everyday personal, work and college - related topics. Develop awareness of writing conventions, text organization and language appropriate to social conventions and text type. Develop the ability to plan, organize, draft and edit written work. Develop the receptive and productive use of a range of vocabulary sufficient to achieve the learning outcome. In order to meet learning outcome 5, students should be given the opportunity to engage in the following: Use paper- based and on - line reference materials to determine and verify spelling, meaning and usage. Locate specified information by choosing appropriately from a limited range of commonly used resources. Use appropriate citation conventions to credit sources (in - text and post -text) when producing work based on other sources.


This course aims to develop students' language skills, and to promote their ability to use these skills in relevant contexts. Functions,structures, lexis and skills, whether newly - introduced or for review, are therefore taught in appropriate social, college and work- relatedcontexts, using student- centred communicative strategies in planned learning activities. The Teaching - Learning Strategies appendices tothis document suggest strategies, activities and materials for each objective in overall and specific contexts. These documents detailfunctions, topics, text types and structures as well as strategies for their presentation. Assessment strategies mirror teaching and learning strategies and are predominantly communicative skills - based assessments of the courseperformance objectives. Final assessments are skills - based proficiency measures. Discrete assessment of language systems also forms asmall part of coursework assessment.

Skills based assessment incorporating indirect measures of language proficiency (particularly cloze, gapfill, multiple choice in reading &listening) points based scoring, and direct assessment of performance (particularly in speaking and writing) scoring using band descriptors.Normally used for formal assessment of the four skills.


Coursework - Practical Skills Assessment: 30% Competency based assessment of skills - in which one or more skills(including information skills) are assessed. Includes in - tray tasks,presentations, and projects. Assessed using competency basedperformance criteria drawn directly from the objectives. (Outcomes: 1,2,3,4,5)

Coursework - Portfolio: 20% Writing Portfolio: student gathers evidence of own performance, mayinclude evidence of process as well as product - lends itself to processwriting objectives such as drafting/writing reports. (Outcomes: 4)

ENGL N1255


Coursework - Practical Skills Assessment: 10% Ongoing observation - instructor observes language performance duringdaily classroom activities and grades this using competency basedperformance criteria. (Outcomes: 1,2,3,4,5)

Coursework - Test: 10% Discrete item testing - e.g. tests of language systems which are separatedfrom other aspects of language performance e.g. spelling, grammar,dictation - points based grading. (Outcomes: 1,2,3,4)

Final Assessment - Practical Skills Assessment: 30% The exam consists of papers in reading, writing, and listening which areequally - weighted. (Outcomes: 1,3,4)

Total Weight: 100%



Attachments:

Special Comment:

ENGL N2155




Course Title: English III




Degree Level: Diploma

Course Description:

This course is the final course leading to Independent User level. The successful learner reaches the Independent User B1 Level as definedby the Common European Framework(CEF) of Reference of Languages of the Council of Europe and is expected to pass a benchmarkedexam at this level.


Grading Mode: C - CC Grade





Must Pass:


CLO 1- Develop the skill of listening to native and non - native English discourse of an appropriate length and complexity delivered atnormal speed sufficiently to carry out a range of routine social, work and college - related language activities in both interactivesituations, (e.g., one -to - one conversations, group discussions and negotiations, and online activities) and non - interactive situations(e.g., listening to others talk, announcements, short presentations, TV and online broadcasts).

CLO 2- Develop the skill of speaking English sufficiently to carry out a range of routine social, work and college - related languageactivities, in both interactive situations (e.g., question - answer sessions, one - to - one conversations, group discussions andnegotiations) and non - interactive situations (e.g., short talks, classroom presentations) at an appropriate level of performance.

CLO 3- Develop reading speed and reading skills sufficiently to carry out a range of routine social, work and college - related languageactivities, interacting with a variety of texts of an appropriate length and complexity both paper- based and online.

CLO 4- Develop the skill of writing English sufficiently to carry out a variety of routine social, work and college - related languageactivities, at an appropriate level of performance.

CLO 5- Develop information skills required for college, classroom and workplace tasks at this level.

Delivery Framework:

In order to meet learning outcome 1, students should be given the opportunity to engage in the following:Identify the main points and supporting information in discourse. Extract specific information from discourse (with some repetition and/or rephrasing) in interactive and non - interactive contexts. Understand and respond appropriately to oral requests for information, and to detailed oral instructions and directions Recognize and respond to clearly expressed attitudes and opinions from verbal and non -verbal signals. Understand and respond appropriately to others in conversations, discussions and negotiations. Develop the receptive use of a range of vocabulary sufficient to achieve the learning outcome. In order to meet learning outcome 2, students should be given the opportunity to engage in the following: Employ conversational strategies effectively in familiar social, work and college contexts. Elicit and give information relating to social, work and college contexts Give effective detailed instructions and directions. Give oral presentations on a variety of college or work related topics, using visual aids and dealing with questions. Participate in group discourse using appropriate strategies such as turn - taking, expressing opinions, checking comprehension, asking for

ENGL N2155


clarification, agreeing, disagreeing.Use tone and register generally appropriate to the mode of communication and relationship to the other party Develop the receptive and productive use of a range of vocabulary sufficient to achieve the learning outcome. In order to meet learning outcome 3, students should be given the opportunity to engage in the following: Identify the main points and supporting information from linear and non - linear written texts and online sources. Extract specific detailed information from a variety of (authentic) linear and non - linear written sources. Understand and respond appropriately to detailed texts and sets of instructions and directions. Identify author’s purpose in a variety of written texts Develop the use of reading skills such as skimming, scanning, predicting content, understanding the organization of a text, and dealing withunknown words. Develop the receptive use of a range of vocabulary sufficient to achieve the learning outcome. In order to meet learning outcome 4, students should be given the opportunity to engage in the following: Complete a variety of forms relating to personal, work and college - related contexts accurately. Generate notes and messages with routine, factual content Write single and multi - paragraph texts relating to a variety of social, work and college - related topics. Given a model format, write short reports on a variety of college and work- related topics. Write formal and informal letters on a range of everyday personal, work and college - related topics Understand and use writing conventions and language appropriate to audience and text type. Develop the ability to plan, organize, draft and edit written work Develop the receptive and productive use of a range of vocabulary sufficient to achieve the learning outcome. In order to meet learning outcome 5, students should be given the opportunity to engage in the following:Use paper- based and on - line reference materials to determine and verify spelling, meaning and usage. Locate specified information by choosing appropriately from a limited range of commonly used resources. Use appropriate citation conventions to credit sources (in - text and post -text) when producing work based on other sources.


This course aims to develop students' language skills, and to promote their ability to use these skills in relevant contexts. Functions,structures, lexis and skills, whether newly - introduced or for review, are therefore taught in appropriate social, college and work- relatedcontexts, using student- centred communicative strategies in planned learning activities. The Teaching - Learning Strategies appendices tothis document suggest strategies, activities and materials for each objective in overall and specific contexts. These documents detailfunctions, topics, text types and structures as well as strategies for their presentation. Assessment strategies mirror teaching and learning strategies and are predominantly communicative skills - based assessments of the courseperformance objectives. Final assessments are skills - based proficiency measures. Discrete assessment of language systems also forms asmall part of coursework assessment.


Coursework - Practical Skills Assessment: 30% Competency based assessment of skills - in which one or more skills(including information skills) are assessed. Includes in - tray tasks,presentations, and projects. Assessed using competency basedperformance criteria drawn directly from the objectives. (Outcomes: 1,2,3,4,5)

Coursework - Portfolio: 20% Writing Portfolio: student gathers evidence of own performance, mayinclude evidence of process as well as product - lends itself to processwriting objectives such as drafting/writing reports. (Outcomes: 4)

Coursework - Test: 10% Discrete item testing - e.g. tests of language systems which are separatedfrom other aspects of language performance e.g. spelling, grammar,dictation - points based grading. (Outcomes: 1,2,3,5)

Coursework - Practical Skills Assessment: 10% Ongoing observation - instructor observes language performance duringdaily classroom activities and grades this using competency basedperformance criteria.

ENGL N2155


(Outcomes: 1,2,3,4,5)

Final Assessment - Test: 30% Skills based assessment incorporating indirect measures of languageproficiency, cloze, gapfill, multiple choice, points based scoring and directassessment of performance scoring. (Outcomes: 1,2,3,4)

Total Weight: 100%



Attachments:

Special Comment:

LSH 2113




Course Title: Foundations of Leadership

Course Number: LSH 2113




Course Description:

Identify theories of leadership to better understand real world leadership challenges. Describe, analyze, and evaluate the strengths andweaknesses of core theories of leadership. Develop and apply the skills of both leading and following class mates required for effectiveteamwork in group settings, both inside and outside the classroom.







Must Pass:


CLO 1- Describe, analyze, and evaluate the strengths and weaknesses of core theories of leadership.

CLO 2- Identify theories of leadership to better understand real world leadership challenges.

CLO 3- Develop the skills of both leading and following class mates required for effective teamwork in group settings, both inside andoutside the classroom.

Delivery Framework:

Schedule Content CLO

Session 1 Introduction 1, 2, 4

Activities:Introduction to syllabusIntroductory lectureShort Introduction to a Leader, Sheikh Zayed bin Sultan al Nahyan – In-class readingFrom Rags to Riches, pp. 129-131Class Discussion – What leadership qualities do we find in Sheikh Zayed?

Session 2 Leadership Defined 1, 2, 4

Suggested Readings:Leadership: Theory and Practice, Ch. 1, pp. 1-13Activities: Possible In-class Reading QuizLectureClass Discussion

LSH 2113


Session 3 Trait Approach to Leadership 1-4

Suggested ReadingsLeadership: Theory and Practice, Ch. 2, pp. 14-28, 36-37Activities: Possible In-class Reading QuizShura Peer TeachingClass Discussion

Session 4 Skills Approach to Leadership 1, 2, 4

Suggested Readings:Leadership: Theory and Practice, Ch. 3, pp. 39-56, 65-66Activities: Possible In-class Reading QuizLectureClass Discussion

Session 5 Style Approach to Leadership 1-4

Suggested Readings: Leadership: Theory and Practice, Ch. 4, pp. 69-80, 86-87Activities:Possible In-class Reading QuizShura Peer TeachingClass Discussion

Session 6 Contingency Theory and Leadership 1, 2, 4

Suggested Readings: Leadership: Theory and Practice, Ch. 6, pp. 111-118, 12Activities:Possible In-class Reading QuizLectureClass Discussion

Session 7 Transformational Leadership 1-4

Suggested Readings: Leadership: Theory and Practice, Ch. 9, pp. 171-191, 200Activities:Possible In-class Reading QuizShura Peer TeachingClass Discussion

Session 8 Midterm Review 1, 2, 4

Activities: Midterm review activity

Session 9 Midterm 1, 2

LSH 2113


Activities:Midterm

Session 10 Authentic Leadership 1, 2, 4

Suggested Readings: Leadership: Theory and Practice, Ch. 10, pp. 205-225, 237-239Activities:Possible In-class Reading QuizShura Peer TeachingClass Discussion

Session 11 Psychodynamic Approach to Leadership 1-4

Suggested Readings: Leadership: Theory and Practice, Ch. 12, pp. 271-293, 299Activities:Possible In-class Reading QuizLectureClass Discussion

Session 12 Culture and Leadership 1, 2, 4

Suggested Readings:Leadership: Theory and Practice, Ch. 14, pp. 335-361, 373-375 Activities:Possible In-class Reading QuizShura Peer TeachingClass DiscussionWritten Assignments:Leadership Shura “Leaders on Film” Essays are due

Session 13 Leadership Ethics 1-4

Suggested Readings:Leadership: Theory and Practice, Ch. 15, pp. 377-395, 404-405Activities:Possible In-class Reading QuizLectureClass Discussion

Session 14 Case Study: Sheikh Zayed Bin Sultan Al Nahyan as Leader 1, 2, 4

Suggested Readings:William A. Rugh, “Past, Present, and Future Leadership” Middle East PolicyMohammed Al-Fahim, From Rags to Riches, pp. 129-136Activities:Possible In-class Reading QuizLectureClass Discussion

Session 15 Conclusion 1, 2, 4

LSH 2113


Activities: Concluding LectureDiscussion of Final Exam


The breakdown of the 70% coursework assessment is at the discretion of the department. The following breakdown is a suggestion only:Individual Assignment: 20%In-class Quizzes and Assignments (Outcomes: 1)Skills Demonstration: 10%Leadership Shura Peer Teaching (Outcomes: 1,2,3)Oral Presentation: 20%Leadership Shura “Leaders on Film” Essay (Outcomes: 1,2,3)Midterm Assessment: 20%Midterm Exam (Outcomes: 1,2)

In-class quizzes and assignments will be given at random throughout the semester. Leadership Shura Peer Teaching – Class will be divided into groups, or shuras, of 3-4 students who will work together on two specificassignments throughout the course of the semester. For this particular assignment, each shura will be in charge of teaching the material forone session during the semester. This will involve each group helping the class to understand the material AND its real world application. Howdoes this material apply or contribute to the practice of leadership? To demonstrate the application of the material, the teaching shura may use documentaries or popular films, current news stories, role-playingscenarios, or other creative ideas, but they MUST BE BASED ON REAL SITUATIONS. Each presentation should consist of two parts: 1) summarizing the reading material’s most important points using handouts and a PowerPoint presentation; and 2) an exercise exploring how the material might apply to real world situations involving the practice of leadership. Group members mustconsult with the instructor at least a week before their scheduled presentation (see instructor’s office hours in the syllabus for potentialmeeting times). Each shura will be assigned one of the following class sessions to teach: Peer Teaching Session 1 – Week 3 “Trait Approachto Leadership” Peer Teaching Session 2 – Week 5 “Style Approach to Leadership” Peer Teaching Session 3 – Week 7 “TransformationalLeadership” Peer Teaching Session 4 – Week 11 “Authentic Leadership” Peer Teaching Session 5 – Week 13 “Culture and Leadership”


Coursework - Set Exercises: 70% A range of assessments addressing all outcomes. (Outcomes: 1,2,3)

Final Assessment - Paper: 30% Final paper. (Outcomes: 1,2)

Total Weight: 100%



The following is a list of possible film selections for the faculty to recommend. Faculty should select culturally appropriate films andhave each film’s usage in the classroom authorized by the colleges administration prior to usage.

The following is a listing of possible selection to provide the faculty member with some idea to the type of film to be used. The list isnot inclusive or required.

• Apollo 13 • Chariots of Fire • Dave • Drumline• Freedom Writers • Hoosiers • Lean on Me • October Sky • Pay it Forward • Rudy

LSH 2113


• Stand and Deliver • Tucker

Attachments:

Special Comment:

LSG 2453




Course Title: Global Media Trends

Course Number: LSG 2453




Course Description:

In this course students explore the position of the Emirati and Arab media within its global and regional context.






LSSS N245


Must Pass:


CLO 1- Identify the key trends in global communication and the debates arising from the information revolution and the new mediatechnologies.

CLO 2- Critically reflect on global media trends and the issues surrounding them.

CLO 3- Recognize the position of the Emirati and the Arab media within a global context, exploring topics such as the cultural andsocial significance of new media technologies.

Delivery Framework:

In order to meet learning outcome 1, students should be given the opportunity to engage in the following:Explain the growth in the concentration of media ownership around the globe and its effects on the global media scene and its pluralism. Relate the emergence of an information economy to the commercialization of the media. (Information is now seen as a product and itstransfer as industry) Explain the effects of digitization on the increase in deregulation, privatization and liberalization of the media.

In order to meet learning outcome 2, students should be given the opportunity to engage in the following:Describe the growth of virtual communities and activism (the rise of international civil society and social and political activism) Contrast the cultural products of globalization: cultural intrusion or cultural influence Assess the effect of the global media on widening or narrowing the knowledge gap and creating a digital divide.

In order to meet learning outcome 3, students should be given the opportunity to engage in the following:Describe the development of the Arab transnational media against Western dominated international media. (Al -Jazeera, ART and MBC 1990s- 2000/ Al Hayat 1970s- 1980s/ Sawt Al Arab - 1950s- 1960s) Describe the effects of the new media technologies on the Arab cultural and social life (online forums - blogging - online feminism - cyberactivism) Explain issues pertinent to the Arab media: the rise of private media, media free zones and paid TV networks.


The teaching and learning strategies for the delivery of courses are the decision of the college and the instructor delivering the course.However, the following teaching and learning strategies are recommended. Through tutorial seminars and discussions, lectures by guest

LSG 2453


speakers, and independent research, students will examine and critically reflect on global media trends and the issues surrounding them.Students will engage in sustained analysis and monitoring of aspects of international and global media.

The breakdown of the 70% coursework assessment is at the discretion of the department. The following breakdown is a suggestion only:Project: 20%Global Media Monitoring Project. You will be working in a team to produce a regional media report. Each team will be assigned a region:Middle East, Europe and Russia, North America, South America, Africa and Asia. The team members will work together collecting informationabout the media trends in their chosen region through monitoring its media and the reports written about their media systems by regional andinternational organizations. (Outcomes: 1,2,3)Oral Presentation: 30%A group presentation: 20% You will be working with your group giving a presentation about the media status and trends in your chosenregion. An individual presentation: 10% You will give a presentation about the media system in a country of your choice. (Outcomes: 1,2,3)Other: 10%An online forum: You will be engaged in an online discussion forum with your classmates and the course instructor. (Outcomes: 1,2,3)Participation: 10%Professional practice (Outcomes: 1,2,3)

Final Assessment: 30%You are assigned to write a paper about a country from the region you studied in your first project. You will collect information about the mediain this country and examine how the global media trends influence and sometimes shape the local media. (Outcomes: 1,2,3)


Coursework - Set Exercises: 70% A range of assessments addressing all outcomes. (Outcomes: 1,2,3)

Final Assessment - Test: 30% Final assessment. (Outcomes: 1,2,3)

Total Weight: 100%


Student

Beer, Arnold de/ Merrill, John (2009) Global journalism : topical issues and media systems (5th ed.) Pearson Education ISBN:9780205644872


NetG Course 45223 - Cross - Cultural Business Communication: Addressing Cross - Cultural Business

NetG Course 45222 - Cross - Cultural Business Communication: Developing Cross - Cultural Communication

NetG Course 45221 - Cross - Cultural Business Communication: Understanding Cultural Differences

Attachments:

Special Comment:

LSN 1213




Course Title: Personal Health & Physical Education

Course Number: LSN 1213




Course Description:

Describe significant dimensions of fitness, health, and wellness. Identify key components of anatomy and physiology in their application tophysical activity. Participate in a personal training program, team sport, body balance or aquatics to improve baseline fitness. Apply self-management skills to enable decision making for healthy and active lifestyles. Demonstrate basic first aid for some common and life-threatening problems.






LSSC N121 OR

LSN 1303


Must Pass:


CLO 1- Identify and explain the significant dimensions of fitness, health, and wellness.

CLO 2- Explain key components of anatomy and physiology in their application to physical activity.

CLO 3- Participate in a personal training program, team sport, body balance or aquatics to improve baseline fitness.

CLO 4- Apply self- management skills to enable decision making for healthy and active lifestyles.

CLO 5- Demonstrate basic first aid for some common and life-threatening problems.

Delivery Framework:

In order to meet learning outcome 1, students should be given the opportunity to engage in the following:Define the concepts of ‘health’ and ‘wellness.’Identify and outline the major dimensions of wellness including the health and wellness continuum. Identify and outline the significant components of fitness. Describe the behaviors that are part of a fit and healthy lifestyle. Explain the steps needed to form a behavior management plan for wellness related behavior.

In order to meet learning outcome 2, students should be given the opportunity to engage in the following:Describe components of a healthy diet. Examine the relationship between nutrition and physical health. Describe the influence of culture on nutrition and diet, with an emphasis on predominant cultures within the UAE. Develop a week-long dietary diary and evaluate its nutritional quality using the latest technology aids (MyFitnessPal). Evaluate effective weight management through a combination of diet and exercise (Demonstrate the use of Mobile Technology mobile/egFitBit), and critically analyze weight management issues in the UAE.

In order to meet learning outcome 3, students should be given the opportunity to engage in the following:Describe the major human skeletal system and the functions selected muscle groups.

LSN 1213


Discuss the principle skeletal muscles used during physical activities. Discuss the role of the cardiovascular system during exercise. Describe the benefits of physical activity for health and wellness.

In order to meet learning outcome 4, students should be given the opportunity to engage in the following:Describe and plan, through goal setting, a personal baseline fitness program Implement and evaluate a personal baseline fitness program. Describe, list and apply the health related components of fitness: cardio-respiratory endurance/aerobic power, muscular strength, localmuscular endurance, anaerobic power, flexibility and body composition.

In order to meet learning outcome 5, students should be given the opportunity to engage in the following:Recognize the influence of psychological health and developing healthy relationships. Develop knowledge of and respect for individual differences in views, interests, attitudes and backgrounds. Develop an awareness of the uniqueness of self and others and understanding of the importance of healthy concept of self. Complete a basic first aid course, including CPR and injury management techniques.


A variety of innovative and imaginative teaching and learning activities will be employed to ensure student centered learning. Studentsparticipate in a series of health, wellness and physical education tutorials, practical workshops and fitness training.

Assessments may include Bb Learn course work. The breakdown of the 70% coursework assessment is at the discretion of the department.


Coursework - Set Exercises: 70% 12.5% Exercise Practical Demonstration 12.5% Health Oral Presentation20% Tests 10% First Aid Test & Practical 15% Practical SkillsAssessment (Outcomes: 1,2,3,4,5)

Final Assessment - Report: 30% Personal Health and Wellness Report 20% (CLO1, 2,3,4) Practical FitnessTests 10%(CLO 4) (Outcomes: 1,2,3,4)

Total Weight: 100%


Student


Supplementary

Fahey, Thomas/ Insel, Paul (2012) Fit & well : core concepts and labs in physical fitness and wellness (10th ed.) McGraw-Hill ISBN:9780078022586


First Aid Handbook (Certification) - Highfield John Morley & Chris Sprenger

Attachments:

Final Report

Final Fitness Tests

Special Comment:


http://www.curricunet.com/HCT/build/courses/c_builder/documents/Final%20Assessment%20Rubric%20LSN%201213%2Edocx%2020%5F%20Project%2Edocx

http://www.curricunet.com/HCT/build/courses/c_builder/documents/Final%20Assessment%20Rubric%20LSN%201213%2Edocx%2010%5F%20Fitness%20Tests%2Edocx


LSN 1213


This document details the relevant IT skills, researchskills and self-study skills students should be capable of performing at each level ofstudy.


LSC 3013




Course Title: Professional Communications





Course Description:

Focuses on career preparation by developing students’ writing, speaking, listening, presentation and negotiation skills and strategies.Students will demonstrate a mastery of the job application process by identifying, describing, and taking part in the different steps of applyingfor a job and culminating in a mock job interview. They will also demonstrate proficiency in conducting and participating in career-relatedmeetings, simulations, presentations, and decision-making, as well as creating meeting agendas, professional letters and other career-relatedwritten communications.






LSEC N307


Must Pass:


CLO 1- Demonstrate a mastery of the job application process.

CLO 2- Demonstrate proficiency in career-related meetings, simulations, presentations, and decision-making.

CLO 3- Show the ability to effectively compose various career-related items, including but not limited to meeting agendas and minutes,professional letters, memos, reports, and electronic communication.

Delivery Framework:

To address Learning Outcome 1, students should be given the opportunity to carry out the following activities:

1. Create/update CV in an appropriate format suitable for obtaining job interviews

2. Create/update solicited/unsolicited cover letter incorporating research on specific company

3. Participate in simulated interview situation of approximately 20 minutes. The student will perform the role of job candidate and demonstratethe following competencies:

respond appropriately to relevant personal, academic and professional background questions;

respond to open-ended questions concerning qualifications, skills and experience; and,

be ready to ask questions regarding working conditions, career structure, benefits, etc

To address Learning Outcome 2, students are expected to demonstrate appropriate meeting competencies inorder to prepare for, conduct and follow up a career-related meeting.Students should be given the opportunity to carry out the following tasks:

1. Assign & assume any tasks and/or meeting roles

LSC 3013


2. Prepare and circulate an agenda, meeting minutes and other meeting documentation

3. Move through agenda items in an orderly, sequential manner

4. Make clear and relevant contributions in an appropriate register by employing the following:

A. expressing opinions related to agenda items

B. agreeing, disagreeing and negotiating

C. discussing problematic agenda items

D. supporting and clarifying opinions and issues

E. requesting, supporting or clarifying information

F. demonstrating awareness of appropriate intercultural communicative norms

5. Summarize the discussion

6. Reach an agreement on meeting outcomes

7. Follow up on any action to be taken

8. Set the agenda for a follow up meeting

Students should be given the opportunity to demonstrate the ability to organize and participate in group discussions and academic seminarsas follows:

1. Organize, lead and manage 15-20 minute seminar and chair discussion amongst peers

2. Participate in group discussions using appropriate register

3. Critically analyze peer contributions in an ethical and reflective manner

To address Learning Outcome 3, students should produce appropriate written texts for career-related writingtasks, such as:

Work-related letters and memos

Meeting agendas and minutes

E-mail and other professional electronic communication


The job application component is essentially practical and the emphasis is on related communication skills development and the production ofactual job application documents. The academic preparation phase focuses on the development and refinement of existing language skillsallowing for integration with the career program. There is considerable emphasis on the development of research skills and independent workhabits, as well as further development of oral presentation and public speaking skills.

The breakdown of the 70% coursework assessment is at the discretion of the department. The following breakdown is a suggestion only:Oral Presentation: 20%Campus designed and administered. (Outcomes: 1,2,3)Skills Demonstration: 20%Campus designed and administered. (Outcomes: 1,2,3)Coursework: 20%Campus designed and administered. (Outcomes: 1,2,3)Participation: 10%Assessed to a campus specification. (Outcomes: 1,2,3)


Coursework - Test: 70% Campus designed and administered. (Outcomes: 1,2,3)

Final Assessment - Test: 30% Campus designed and administered. (Outcomes: 1,2,3)

LSC 3013


Total Weight: 100%



Attachments:

Special Comment:

LSS 2533




Course Title: Research Methods

Course Number: LSS 2533




Course Description:

Introduces the techniques and methods of applied research. Write a research proposal and carry out primary research and relate it tosecondary research. Produce a findings report overviewing the research conducted and interpreting the findings in written and oral format. Demonstrate knowledge of concepts by way of a journal article review and knowledge test.


Project topics may be related to the students'' academic programs or include more general topics such as student health, career preparation,academic success, driving safety etc. The study should involve both primary and secondary research.

The research proposal requires the students to demonstrate knowledge of issues pertaining to primary research. The students shoulddemonstrate an ability to apply this knowledge to gain an understanding of relevant social or professional issues. Subsequently, studentsreport the results of their research project and consider the implications for public policy or professional practice.

Awareness of research issues, methods and conventions are demonstrated in an article review and knowledge test which comprise the finalassessment. </p



LSC 1103



LSSS N253


Must Pass:


CLO 1- Make a research proposal.

CLO 2- Carry out primary research and relate it to secondary research.

CLO 3- Produce a findings report overviewing the research conducted and interpreting the findings in written format.

CLO 4- Produce a findings report overviewing the research conducted and interpreting the findings in oral format.

CLO 5- Demonstrate knowledge of concepts by way of a journal article review.

CLO 6- Demonstrate knowledge of concepts by way of a knowledge test.

Delivery Framework:

Students develop their knowledge of primary research through a campus based research project.

The project begins with a research proposal (CLO 1) involving a background report on the topic, research questions and a description of thedata collection procedures. The background report should be APA referenced and a length of approximatly 1000 words. Included within theproposal should be: a justification of the research stating why the topic is of significance; the research questions which will guide the research;a background report on the topic; an outline of the research methods (including a definition of the population, data collection procedures,treament of data and ethical considerations); a discussion of the expected challenges and how these will be addressed.

LSS 2533


Students carry out research (CLO 2) by collecting data using qualitative, quantitative or mixed methods. The data report is numerically orthematically based depending on the approach. The results are breifly summarized with trends or interesting results in the data commentedupon.

In the final phase of the research project, the students produce a findings report (CLO 3) which: overviews the research procedures;discusses the results in relation to the background research and research questions; addresses the implications of what was learned forprofessional practice and/or public policy; and, finally, considers future directions in research on the topic. The final report may also involve anoral presentation of the data (CLO 4).

Knowledge of research concepts will be demonstrated by successful completion of the research project (CLOs 1,2, and 3). In addition, thestudents will conduct a journal article review (CLO 5) and a knowledge comprehension assessment (CLO 6). The article review willinvolve: the use of library databases to locate an appropriate journal article; a description of the stated research goals of the article; adescription of the research methods; a summarization of the results; and a discussions of the implications of the findings to professionalpractice or public policy. In the knowledge test the students will demonstrate an understanding of research related concepts covered in thecourse.

The scores for the final assessment will be divided between the article review and the knowledge assessment.

Recommended Grading Framework:

Coursework - Set Exercises: 70%

CLO 1 Make a research proposal (20%)

CLO 2 Carry out primary research / report data (20%)

CLO 3 Write research findings report (20%)

CLO 4 Give an oral presentation of findings (10%)

Final Assessment – Research proposal 30%

CLO 5 Journal article review (15%)

CLO 6 Knowledge test (15%)


The teaching and learning strategies for the delivery of courses are at the discretion of the college and the instructor delivering the course. Projects may be individual but pair/group work is preferred in order to impress upon students the importance and relevance of leadership,teamwork and collaboration in research.


Coursework - Plan or Proposal: 20% Produce background report on the topic, research questions, and adescription of the data collection procedures (Outcomes: 1)

Coursework - Project Output: 20% Carry out research by collecting data using qualitative, quantitative ormixed methods (Outcomes: 2)

Coursework - Project Output: 30% Overview research procedures, discuss the results, address theimplications of what was learned, consider future directions of research (Outcomes: 3,4)

Final Assessment - Practical Examination: 30% (CSA) Demonstrate conceptual knowledge of research approaches and practices

LSS 2533


(Outcomes: 5,6)

Total Weight: 100%


Student

LSS Faculty (2014) Research Methods HCT In-House Publication


BbLearn Courses developed in house; e.g. Abu Dhabi Women''s Campus led by Josephine Butler

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