الجمعة، 1 مايو، 2015

CURRICULUM DESIGN AND DELIVERY

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:
  • Courses/modules
  • projects/ thesis /dissertation

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:
  • Courses/modules
  • projects/ thesis /dissertation

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
Science of Qur'an (Ulum Quran)
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
Science of Qur'an (Ulum Quran)
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.

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%
Quizzes
10%
Assignments
10%
Interactions through discussion board
10%
Mid-Semester Exam
20%
Final Examination                         .  50%  .
                                                             100%
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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