CURRICULUM DESIGN AND
DELIVERY
Academic Autonomy
Information on Benchmarked
Standards
2.1.1 Describe the provisions and practices that
ensure the autonomy of the department in curriculum design and delivery, and in
allocation of resources. Provide supporting documents where appropriate.
MEDIU
aims to provide a high standard and quality of service in respect of its
programmes of study, services and facilities, as well as the spirit of
enterprise.
With
reference to the university’s constitution, Section 20 (3)
A
School, Centre, Academy and Institute shall be responsible to the Senate in
relation to arrangement of subjects taught within the jurisdiction of that
School, Centre, Academy and Institute, following whichever relevant, and may
exercise any other function given to them by Statute, rules and regulations.
Article
2 from the Faculties and Institutes Rules states that:
The
responsibility of managing the faculty, institute, or academic centre is
assigned to:
-
Council
of the faculty, institute, or academic centre.
-
Dean of
a faculty, institute, or director of an academic centre
Faculties,
institutes and centres are given the right and full responsibility to design
their curriculum in accordance with relevant requirements and needs in order to
meet their set targets.
Resources
allocation is, usually, based on the following input:
-
Academic
staff planning
-
Current
and expected number of enrolled students
-
New
planed programmes
-
Lecturer-student
ratio in the field of study
-
Required
facilities and equipment that is relevant to the field of study.
Resource
allocation Review Process
The
process for reviewing resource allocation may be top-down or bottom-up and
involves decisions made at the following meetings:
The
University council
The
University Top Management Committee (TMC)
Faculty/Institute/School
Management
Recommendations
from management audit, quality audit and financial audit are used, as well, to
review the allocations of resources.
2.1.2 Show the relationship between the departmental
board and the senate.
All decisions
of the departmental board pertaining to Academic matters will have to be
referred to the faculty board for endorsement and submitted to the Senate for
approval before they are implemented by the department/faculty
2.1.3 How does the department ensure that the
academic staff have sufficient autonomy in areas of his expertise?
Academic
staff are given the right and responsibility within the jurisdiction of their Faculty,
School, Centre, Academy and Institute to design their curriculum in accordance
with their field of expertise in order to meet their faculty objectives and
serve the university targets.
Information
on Enhanced Standards
2.1.4 State
the departmental policies and practices to address conflict of interest, for
example, staff involvement in private practice, part-time employment and
consultancy services.
MEDIU addresses
conflicts of interest according to:
-
Policies
of the Employment Guidelines of MEDIU
-
Academician’
Contract
-
MEDIU
Work Ethics
-
Letter
of Undertaking
-
Oath of
Integrity in Public Service
2.1.5 What
are the HEP’s plans to expand the autonomy of the academic staff? What is the
department’s role and how does it support this?
MEDIU adopts a working style that encourages
the academicians to be independent and self-directed in all academic activities
within the area of their expertise. MEDIU is planning a full program of training, workshops, and
seminars to promote and expand the autonomy of the academic staff.
2.1
Programme
Design and Teaching-Learning Methods
Information
on Benchmarked Standards
2.2.1
Describe the
processes, procedures, and mechanisms for curriculum development. How are the
academic and administrative staff involved in this process?
The
curriculum development process can be divided into five main steps:
1)
Needs assessment.
2) The
planning session.
3)
Content development.
4)
Pilot delivery and revision
5)
Finalising the completed curriculum package.
The
steps are managed and supervised by committees that are composed from experts
in the related domain and supported by the administrative officers of the
faculty.
These
committees present their output to the faculty for further discussion and
endorsement. After getting the approval
of the faculty, the draft will be presented to the Senate committee of
curriculum for further deliberation and endorsement of the Senate. The approved
curriculum will then be submitted to MQA for assessment and recommendation and
the approval of the Minister of Higher Education.
2.2.2
What are the various
teaching and learning methods used in curriculum delivery to achieve the
programme learning outcomes? Describe them.
Teaching
and learning will be through a mixture of lectures, tutorials, seminars, and projects,
supervised individual and group written work. Much of the teaching materials
will be provided in electronic form, with ALIM (Advanced Learning and
Interactive Management System). The student will progress from being guided
towards the relevant material to become more independent as they progressively
adapt self-learning and achieve the program learning outcomes. Electronic and
online teaching, learning, and assessment will be used where practical and
appropriate.
For the
thesis/project/Case Study the students will be guided by their supervisors. The
students’ progress will be continuously monitored to ensure that the programme
learning outcomes are met and achieved.
2.2.3
Show evidence that the
department have considered market and societal demand for the programme as well
as sufficient resources to run it.
The
program is designed to meet the growing market and societal demand for
graduates with knowledge and clear understanding in the field of Tafsir and AL-Qur`an Sciences
The
university has planned sufficient resources at all levels to run the program
professionally and effectively.
2.2.4
Explain how the
programme promotes critical enquiry, develop problem solving, decision making,
and analytical thinking skills, as well as encourages students to take active
responsibility for their learning, and prepares them for lifelong learning.
The
program is structured to promote critical enquiry, develop problem solving,
decision making, and analytical thinking skills, as well as encourages students
to take active responsibility for their learning, and prepares them for
lifelong learning via a set of well designed and dedicated modules throughout
the program, and via the supervision of the students’ thesis/project/Case Study,
in addition to the adopted teaching, learning, and assessment methods.
2.2.5
Describe the diverse
learning methods and sources, within and outside the classroom, where students
acquire knowledge, mastery of skills, and develop attitudes and behaviour in
preparation for their learning, individual growth, future work and responsible
citizenry (e.g., co-curriculum).
Teaching
and learning will be a mixture of lectures, tutorials, and monitoring sessions
associated with each module using the appropriate and latest resources. Outside
the classroom, the students will be exposed to a range of skills and concepts
during thesis/project/Case Study, supported by the appropriate resources to
effectively gain the planned learning outcomes of the program.
Information
on Enhanced Standards
2.2.6
Show how the
programme encourages a multi-disciplinary approach and co-curricular activities
in enhancing and enriching the personal development of the learner.
The
proposed programme is at the Master’s level and the emphasis of the programme
is on the research, analytical and writing skills of the students’, less
emphasis is given on the co-curricular activities.
Since
the proposed programme is the extension of other lower level programmes in the
faculty where most of the elements on personal development were incorporated in
the programme. Therefore it is expected
that the potential students have acquired all the necessary traits to enrich
and enhance their personal development at the lower level of similar programme.
2.2.7
How are external
sources engaged in the needs analysis for this programme? How are their
commentaries utilised to improve the
programme?
MEDIU
and the faculty have always engaged external sources to seek their views and
opinion on the proposed programmes at the university and the faculty level, in
terms of their marketability, acceptability, and viability. The external
sources opinion and recommendation are sought for in formal or informal manner
to be subsequently incorporated in the process of reviewing the programmes
wherever/whenever relevant.
2.2.8
What are the
co-curricular activities that enrich student learning experience, and foster
personal development and responsibility?
At
this level, the emphasis will be more towards research activities to enrich the
student knowledge and acquire relevant skills as such less emphasis will be
given towards co-curricular activities.
However, the students are encouraged to participate in co-curricular activities
of their interest.
2.3 Curriculum
Content and Structure
The department is required
to complete Table 1 and 2 to highlight the core subject matter essential for
the understanding of the concepts, principles and methods that support the
programme outcomes, as well as the requirements of the discipline for an award
taking into account the appropriate discipline standards and international best
practices for the field.
Information
on Benchmarked Standards
2.3.1
Classification of
subjects (Provide information where applicable in Table 1):
Table 1: Components
of the programme and its value
(Structure B)
|
|
Subject Classification
|
Credit Value
|
Percentage
|
|
1.
|
Compulsory modules
|
3
|
9%
|
|
2.
|
Core/Major/Concentration:
|
20
|
57%
|
|
12
|
34%
|
||
|
3.
|
Optional / elective
courses/modules
|
NA
|
NA
|
|
4.
|
Minor
courses/modules
|
NA
|
NA
|
|
5.
|
Industrial training
|
NA
|
NA
|
|
6.
|
Practicum
|
NA
|
NA
|
|
7.
|
Others (specify)
|
NA
|
NA
|
|
|
Total Credit Value
|
|
100%
|
Table 1: Components
of the programme and its value
(Structure C)
|
|
Subject Classification
|
Credit Value
|
Percentage
|
|
1.
|
Compulsory modules
|
3
|
7%
|
|
2.
|
Core/Major/Concentration:
|
41
|
93%
|
|
NA
|
NA
|
||
|
3.
|
Optional / elective
courses/modules
|
NA
|
NA
|
|
4.
|
Minor
courses/modules
|
NA
|
NA
|
|
5.
|
Industrial training
|
NA
|
NA
|
|
6.
|
Practicum
|
NA
|
NA
|
|
7.
|
Others (specify)
|
NA
|
NA
|
|
|
Total Credit Value
|
|
100%
|
2.3.2
List the subjects offered
in the programme, and include their classification. Please arrange by year and
semester offered as in Table 2.
List of course/module
offered in the programme (Structure B)
Table 2.1:
|
|
Semester/
Year
Offered
|
Name and Code of Course/Module
|
Classification
(Major/Minor/
Elective/Audit)
|
Credit
Value
|
Name(s)
of Lecturer
|
|
1
|
Semester 1
Year1
|
Research
Methodology
مناهج البحث
GMET 5053
|
University
|
3
|
Dr.
Haitham al-Raghban
|
|
2
|
Semester 1
Year1
|
علوم القرآن الكريم
GUQR 5243
|
Major
|
3
|
Dr.
Othman al-Sheikh
|
|
3
|
Semester 1
Year1
|
Analytic Interpretation 1
1التفسير
التحليلي GUQR5253
|
Major
|
3
|
Dr.
Mubarak Akham
|
|
4
|
Semester 1
Year1
|
Ranks of Tafsir Scholars and their
Methodologies
طبقات المفسرين
ومناهجهم
GUQR5274
|
Major
|
4
|
Abdel
Qader al-Sheikh
|
|
5
|
Semester 2
Year1
|
Topical Interpretation
التفسير الموضوعي
GUQR 5283
|
Major
|
3
|
Dr.
Ibrahem Reda
|
|
6
|
Semester 2
Year1
|
Sources of the Quran Interpretation
مصادر التفسير
GUQR 5293
|
Major
|
3
|
Dr.
Ayyub Mustafa
|
|
7
|
Semester 2
Year1
|
Fundamentals of Quran Interpretation
قواعد التفسير
GUQR 5304
|
Major
|
4
|
Abdel
Qader al-Sheikh
|
|
8
|
Semester 3
Year2
|
Thesis (CODE)
رسالة
ماجستير
|
|
12
|
|
(Structure
C)
Table 2.List of
course/module offered in the programme
|
|
Semester/
Year
Offered
|
Name and Code of Course/Module
|
Classification
(Major/Minor/
Elective/Audit)
|
Credit
Value
|
Name(s)
of Lecturer
|
|
1
|
Semester 1
Year1
|
Research
Methodology
مناهج البحث
GMET 5053
|
University
|
3
|
Dr.
Haitham al-Raghban
|
|
2
|
Semester 1
Year1
|
علوم القرآن الكريم
GUQR 5243
|
Major
|
3
|
Dr.
Othman al-Sheikh
|
|
3
|
Semester 1
Year1
|
Analytic Interpretation 1
1التفسير
التحليلي GUQR5253
|
Major
|
3
|
Dr.
Mubarak Akham
|
|
4
|
Semester 1
Year1
|
Ranks of Tafsir Scholars and their
Methodologies
طبقات المفسرين
ومناهجهم
GUQR5274
|
Major
|
4
|
Abdel
Qader al-Sheikh
|
|
5
|
Semester 2
Year1
|
Topical Interpretation
التفسير الموضوعي
GUQR 5283
|
Major
|
3
|
Dr.
Ibrahem Reda
|
|
6
|
Semester 2
Year1
|
Sources of the Quran Interpretation
مصادر التفسير
GUQR 5293
|
Major
|
3
|
Dr.
Ayyub Mustafa
|
|
7
|
Semester 2
Year1
|
Fundamentals of Quran Interpretation
قواعد التفسير
GUQR 5304
|
Major
|
4
|
Dr.
Abdel Qader al-Sheikh
|
|
8
|
Semester 3
Year2
|
Studies in the
Sciences of Sunnah
دراسات في علوم السنة
GUHD5183
|
Faculty
|
3
|
Dr. Muhammed ibn Eed Kurayyem
|
|
9
|
Semester 3
Year2
|
Analytic
Interpretation 2
التفسير التحليلي2
GUQR5263
|
Major
|
3
|
Dr. Abdel Ghani
Qomar
|
|
10
|
Semester 3
Year2
|
Different
Readings and Their Effect on Quran Interpretation
اختلاف القراءات وأثره في التفسير
GUQR5343
|
Major
|
3
|
Dr. Ahmed Nabeeh
al-Makkawi
|
|
11
|
Semester 4
Year2
|
Scientific
Miracle of Quran
الإعجاز العلمي في القرآن
GUQR5313
|
Major
|
3
|
Dr. Ahmed Muhammed
al-Sankari
|
|
12
|
Semester 4
Year2
|
Defending
Quran
دفاع عن القرآن
GUQR5323
|
Major
|
3
|
Dr. Al-Sayyid
Sayyid Ahmed Najm
|
|
13
|
Semester 4
Year2
|
Intrusion
in the Interpretation of Quran
الدخيل في التفسير
GUQR5333
|
Major
|
3
|
Dr.
Hatim Muhammed Mazruah
|
|
14
|
Semester 4
Year2
|
Project
Paper/ Case Study
بحث فصلي/ دراسة قضية
|
Major
|
12
|
|
2.3.3
Basic information of
each course/module (Provide information where applicable in Table 3.)
Summary of information on each course/module (Structure B)
Table 3.1:
Note:
Independent Learning comprises the “Student Self Learning Time” and the “Total
Assessment Time”.
|
1.
|
Name of
Course
|
مناهج البحث |
||||||||||||||||||
|
2.
|
Course Code
|
GMET5053 |
||||||||||||||||||
|
3.
|
Name(s) of
academic staff
|
Dr. Haitham al-Raghban
|
||||||||||||||||||
|
4.
|
Rationale for
the inclusion of the course/module in the programme
|
University requirement
This module provides essential
understanding of the importance of research methodology, its
characteristics, its fields, and the attributes that a researcher should
have. It also develops the student’s skill to conduct and write scientific
research. This module important especially
for post graduate students.
|
||||||||||||||||||
|
5.
|
Semester and
Year offered
|
1/1
|
||||||||||||||||||
|
6.
|
Total Student
Learning Time (SLT)
|
Face to Face
|
Total Guided
and Independent Learning
|
|||||||||||||||||
|
L = Lecture
T = Tutorial
P = Practical
O= Others
|
L
|
T
|
P
|
O
|
Independent study=70 hours
Total =126
|
|||||||||||||||
|
42
|
14
|
|
|
|||||||||||||||||
|
7.
|
Credit Value
|
3 |
||||||||||||||||||
|
8.
|
Prerequisite
(if any)
|
None |
||||||||||||||||||
|
9.
|
Objectives:
·
To reveal the
importance of research methodology, its characteristics, its fields, and the
attributes that a researcher should have.
·
The student will
get trained on the ideal scientific way of writing a scientific
research.
·
The student will
know how to study and research the Arabic manuscripts.
أهداف المادة:
·
أن يعرف الطالب أهمية
البحث العلمي، خصائصه، ومجالاته.
والصفات التي يتحلى بها الباحث.
·
أن يتدرب على الطريقة العملية
المثلى والشكل الذي تسير عليه كتابة البحث العلميِّ.
·
أن يتعرف على كيفية دراسة
وتحقيق المخطوطات العربية.
|
|||||||||||||||||||
|
10.
|
Learning outcomes:
After
completing this subject, the student will be able to:
·
Point out the
importance of the scientific research, its characteristics, its fields and mention the important attributes a researcher should have.
·
Illustrate the
ideal scientific way and steps in writing researches.
·
Have a good
command in writing researches, studying and researching the Arabic
manuscripts.
الثمرة التعليمية:
في نهاية دراسة هذه المادّة يكون الطالب
قادراً على أنْ:
·
يبيِّن أهمية البحث
العلمي، خصائصه، ومجالاته. ويذكر الصفات
اللازمة للباحث، ويتحلّى بها في نفسه.
·
يوضّح الطريقة العملية
المثلى، والخطوات التي تُتّبع عند كتابة البحوث.
·
أن يجيد كتابة البحوث
ودراسة المخطوط العربي، ويحسن كيفية تحقيقه.
|
|||||||||||||||||||
|
11.
|
Transferable
Skills:
·
Be aware of the
importance of research methodology, its characteristics, its fields, and the
attributes that a researcher should have.
·
Ability to conduct
and write scientific research.
|
|||||||||||||||||||
|
12.
|
Teaching-learning
and assessment strategy
A variety of teaching and learning strategies
are used throughout the course, including:
·
Lecture sessions.
·
Tutorial sessions
·
brainstorming;
·
student-Lecturer discussion
·
collaborative and co-operative learning;
·
Independent study.
Assessment strategies include the following:
·
Ongoing quizzes
·
Midterm tests
·
Performance Assessment (Participation, project, Assigned exercises)
·
Lecturer Observation
|
|||||||||||||||||||
|
13.
|
Synopsis:
Science, research
and scientific thinking: Its characteristics, its methodologies, its tools,
preparing it, writing it, editing it, studying and researching the Arabic
manuscripts.
مفردات المادة:
العلم والبحث
والتَّفكير العلمي، البحث العلمي: خصائصه، مناهجه، أدواته، الإعداد له، كتابته،
مراجعته. دراسة وتحقيق المخطوط العربي.
|
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|
14.
|
Mode of
Delivery: Distance Learning (Electronic)
·
Lecture sessions
·
Tutorial sessions
|
|||||||||||||||||||
|
15.
|
Assessment
Methods and Types:
The assessment for this course will be based on the following:
Coursework 50%
Final Examination . 50% .
100%
|
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|
16.
|
Mapping of
the course/module to the Programme Aims
|
|||||||||||||||||||
|
A1
|
A2
|
A3
|
||||||||||||||||||
|
P
|
P
|
P
|
||||||||||||||||||
|
17.
|
Mapping of
the course/module to the Programme Learning Outcomes
|
|||||||||||||||||||
|
LO1
|
LO2
|
LO3
|
LO4
|
|||||||||||||||||
|
P
|
P
|
P
|
P
|
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