New Directions for Student Success: ABP – COL Curricular Integration

February 23, 2012

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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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Stakeholders’ Concerns

External SuggestionsInternal Imperatives

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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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Process of ChangeFormation of CommitteesRecommendation of CommitteesCollaboration between ABP and UC at

all timesEstablish a 12-18 month timeline for

proposed changesParticipation of faculty and

administration in the processAim for a 2013-2014 full-fledged

launch

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