new directions for student success: abp – col curricular integration february 23, 2012 1
TRANSCRIPT
The MissionZayed University seeks to prepare students for meaningful and successful 21st century personal and professional lives; to graduate students who will help shape the future of the region and the world; to support the economic and social advancement of the UAE; to lead innovation in higher education through teaching, learning, research, and outreach; and to do so in a culturally diverse, humane, technologically advanced, and increasingly global environment.
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Mission of University College
University College offers high quality foundational education, the Colloquy, to students and prepares them for their future majors and eventual employment. The experience instills in the students a desire for life-long learning, fosters intellectual curiosity, and engenders critical thinking. The Colloquy program initiates the baccalaureate career of all ZU students.
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Reasons for Curricular Integration of ABP-UC
Stakeholders’ Concerns Students’ Profile Students’ Stagnating Academic Preparation Need for Early Integration of Science, Math,
Technology Need to Re-Brand and Upgrade ABP
Experience Domain Specific Lexical Ability Enhancement Need for Language-level appropriate
readings in GA Sequence Articulation with ABP for Vocabulary development
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Students’ Profile
Enrollment grew by 27% in 201196% of students are Nationals21% of students on some form of financial aid/support18% of ZU’s student population (7,122) come from
Emirates other than Abu Dhabi and DubaiEntering students are generally deficient in math,
general knowledge (global awareness) and study skills, and many in Arabic.
34% of ZU’s student population are in the ABP 3113 or approximately 43% students in UC Fall 2011 679 sections of GE courses being taught Spring 2012; 773
F’11 80% of new 2011 students entered the ABP 76% of students entering the ABP entered at Level 5 or below
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Students’ Stagnating Academic Preparation
Year
Listening
Reading
Writing
Speaking
Overall
2010
5.1 4.8 4.9 5.6 5.1
2011
5.1 4.8 5.0 5.6 5.2These are from ABP exam samples.
IELTS Exits ABP
IELTS Exits COL 240 – Fall 2010
Listening
Reading
Writing
Speaking
Overall
6.0 5.4 5.6 6.2 5.9
Listening
Reading
Writing Speaking
Overall
6.0 5.7 5.8 6.7 6.1
IELTS of Majors – Fall 2010
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AUH-W DXB-W AUH-M DXB-M0
100
200
300
400
500
600
700
29 41
5
134
178
18 20
577556
166
7947 51
Students Distribution per CEPA Score (Fall 2011)MTH 001
[CEPA<=132]MTH 101[CEPA=133-149]
*COL 110[CEPA=150-169]
*MTH 118 (was MTH 103)[CEPA=>170]
AUH-W DXB-W AUH-M DXB-M0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
4% 5%3%
17%22%
10%
20%
73%
67%
88%
80%
6% 6%
% Students Distribution per CEPA Score (Fall 2011)MTH 001
[CEPA<=132]MTH 101[CEPA=133-149]
*COL 110[CEPA=150-169]
*MTH 118 (was MTH 103)[CEPA=>170]
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AUH-W DXB-W AUH-M DXB-M0%
5%
10%
15%
20%
25%
30%
35%
40%
34%
10%
20%20%18%
35%
6%
16%
22%
31%
14%
9%10%
% Students with Grades of 'D's and 'F's (Fall 2011)
MTH 001 MTH 101 COL 110 MTH 118
NOTES:International Students (no CEPA) COL 110MTH 001 (in DXB-M) & MTH 118 (in both Men's campuses) usually not of-fered due to small numbers (or no students qualify in the bracket particu-larly in MTH 118)*SMT sequence switch this semester: 110 before 111; MTH 118 replaced MTH 103
Data Source: IR, Grade Distribution Report
Academic Bridge/Colloquy on Integrated Learning Master
Plan 1/2
Assessment (4.0) Assessment (5.0)
18 Wks 18 Wks 9 Wks 9 Wks
10 2020B
5 6
9 Wks 9Wks
7 8
E Learning Commons COL Math & E Learning Commons
Student Success Student Success
Year 1 Year 2 Years 3-4
COL 140COL 145COL 240
240240240
245(5 hours)
Menus 111, IV
COL 150COL 155COL 250
250250250
SMT 110, 111, 165 260, 270 IV
AIS 130, 135 235 1, 11
IUCE 120, 105 ADV 201
E Learning Commons
Student Success
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Academic Bridge/Colloquy on Integrated Learning Master Plan 2/2
Assessment 6.0
Disciplinary Integration into ABP
5
6 7 8 Year 1
Year 2
Stair stepped Outcomes and effective assessments(Reading & Writing)
X X X
X
140-5
Academic English 140-5140-5HA Below 4.5 R&W (5 hrs)
240240H240A
245 (5)
Readings & Topics in science & technology, global awareness quantitative reasoning
COL-Aligned Domains
Theme 1
Theme 2
Theme 3
Theme 4
Global, R&W, 150-5 250
Global Awareness
X X X X
Science Math and technology
X X X XScience, Mathematics and Technology
Quantitative Reasoning
X X X X
Integrated Student Development & Leadership Outcomes
X X X X
Student Development and Leadership
Assessment Assessment Assessment
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English Streaming in Colloquy on Integrated Learning
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Year 1 Sem 3 Sem4
Direct
Entry
5.5 IELTS?Top 10%
COL 140-145 A
COL 150-155 A
COL 240 A COL 250 A
10-20; 5-8
5.0 IELTS SS=4.5
COL 140-145 B
COL 150-155 B
COL 240 B
COL 250 B
COL 245 (5hrs)
10-20A1, 5-8A
5.0 IELTS SS < 4.5
Lower 30%
COL140C (5 Contact Hours)-COL145C (5 Contact Hours) COL 150-155 C
COL 240 C (5 hrs) COL 250 C
COL 245 (5hrs)
Language-Level Appropriate GA SequenceCOL 150Designated Reading IntensiveFlesch-Kincaid for Level CheckStreaming based on IELTSChanged SyllabusIntensive Language Teaching
In a L2 environment we are all language teachers
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