Academic Reading and Writing II Skills

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 acquisition
and to the production of academic-style essays containing references. Students apply techniques such as brainstorming, organising and
planning 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 is
proficient enough to demonstrate their learning and their understanding. In doing so students need to grasp the basics of research skills
outlined 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 other
sources/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 plan
for 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 sources
in APA format and using direct quotations correctly so that detailed information is communicated reliably and with appropriate
acknowledgement. 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 or
websites 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 (see
addition 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 this
assessment with exercises on what is and what is not plagiarism. Your teacher will guide you in sourcing materials to use in learning
about 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 connected
to acquiring vocabulary and encouraging writing. You will build a creative reading portfolio of readings accompanied by evidence of
comprehension. With the help of your teacher through reading activities you will acquire the skills needed to interpret readings and
enrich 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 in
various ways: vocabulary logs, glossary, written usage in context, and quizzes. The main goal of this assessment is to increase your
vocabulary 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 the
course. The portfolio will reflect your ability to take notes, brainstorm, summarize and check your own work. Your teacher will guide
you in attaining these skills and you will submit completed work into your writing portfolio where it will be graded using the HCT''s
rubrics.
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 final
exam where you will be asked questions that will prompt an academic style essay. You will need to write 500-600 words for your final
essay which will contain referencing and writing skills you have learnt over the course. Grading will be moderated and HCT''s rubrics
used.
Assessment Strategies:
Coursework - Set Exercises: 20%
Basic research skills; APA referencing style, in-text direct and indirect
citations, essay format, sourcing and plagiarism awareness.
(Outcomes: 3,4)
Reading and contextualized vocabulary.
(Outcomes: 1,2,3)
Development of writing skills to prepare students for writing an academic
style essay.
(Outcomes: 3,4,5)

LSC 1103
Final Assessment - Set Exercises: 30% (CSA)
Reading 10%: Students read extensively on a topic question. Notes are
taken. Essay 20%: Students write a timed open book essay under exam
conditions 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 of
study.
This document should be used to guide teachers so that the skills can be incorporated into relevant tasks and assessments delivered to
students at the appropriate level of their studies.

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 and
competency in writing academic English on a researched topic to a professional standard. Students interpret information and argument
provided in longer academic texts and produce written English which successfully demonstrates their critical understanding of a topic and
clear 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, and
to more effectively prepare for successful study in years three and four. It also enables students to produce written English which successfully
demonstrates both their learning and their critical understanding of a topic, and clear use of academic honesty principles using standard APA
guidelines.
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 question
requiring 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, article
or 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.) and
proposed 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, to
reach 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 content
specific 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 and
writing skills. The students learn by doing in their research & writing process as evidenced by their planning of targets, managing time and
materials 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 on
this course should consider the ethos of Learning by Doing when designing projects for the students. Projects may be individual, but
pair/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 any
other 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 specifics
and aspects of plagiarism etc.
(Outcomes: 1,2,3,4,5)
Final Assessment - Essay: 30%
Written essay based on readings given two weeks prior (20%). Reading
and 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:
study.

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 to
approximately 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 reasonably
familiar. Be able also to identify non-verbal features such as emotions from linguistic clues such as intonation and from body
language.
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 her
views clearly in mainly accurate English with few hesitations, and to handle turn-taking conventions smoothly. Generally, the required
level is about CEFR B2+.
CLO 4- Give a clear, systematically developed presentation, highlighting significant points and supporting detail. Handle questions
from 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 script
to 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 more
structured ones.
Delivery Framework:
This course equips students to follow lectures, demonstrations, and broadcasts aimed at near-native speaker audiences, to participate
effectively 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 chapters
need to be covered, so the book should be used selectively. Key learning outcomes must be covered. Completion of relevant tasks to an
increasing standard is important, so that by the end, students can handle spoken communications in a professional manner. Individual
feedback, by teacher and by peers, and practice on aspects found to be challenging (e.g. areas of pronunciation) are to be encouraged.
Campus designed and administered.
(Outcomes: 1,2,3,4,5,6)
Final Assessment - Test: 30%
(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 to
secondary 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 professional
behaviors 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 this
information in career planning.
CLO 3- Create appropriate documentation and self-marketing materials including CV, personal statement, cover email and online job
applications.
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 faculty
may 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 will
integrate 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 class
discussions. 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 the
application 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 a
holistic integration of skills. It is recommended to allocate a considerable amount of class time to project work and ongoing feedback, and for
students 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 in
a field related to the students’ program Students are graded individually on
their contribution, presentation and reflection
(Outcomes: 1)
Coursework - Practical Skills Assessment: 10%
As part of a practice job application, students find a suitable job
advertisement and produce a CV and cover email that target that job.
(Outcomes: 3,4)
As part of a practice job application, students take part in a mock job
interview, and evaluate and reflect on their own performance.
(Outcomes: 2,5)
Group presentation on a topic related to work place behaviors and skills.
Students research and present key concepts and lead a class discussion
and 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 and
learning over the semester. Students submit their work and/or discuss
their 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

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.) Pearson
Education ISBN: 9780131392960
Littlefield, David / Halstead, John / Mulraine, Charles, (2004) Career Skills: Opening Doors into the Job Market Palgrave MacMillan
ISBN: 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 Colleges
and in different Emirates.
study.

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 argument
structures and begin to evaluate and construct valid arguments. Identify the key fallacies people make in their reasoning. Apply the
concepts/principles studied during the course.
Students will meet generic concepts that pertain to the development and evaluation of sound arguments, coming to understand and apply
such terms as ‘premise’, ‘conclusion’, ‘inference’, ‘deduction’, ‘induction’, and ‘fallacy’. In constructing their own arguments, they will learn how
the ‘soundness’ of an argument will vary depending on the context in which it is used. They will examine inductive reasoning in historical and
everyday 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
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:
study.

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 academic
program. The course integrates listening, speaking, reading and writing in authentic general and academic contexts. Course delivery includes
a 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 of
performance.
CLO 2- Give oral presentations and participate in one-to-one and group discussions, on topics relevant to program areas to at least
IELTS 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 at
an 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 Writing
Band 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 assessment
Each college plans a common coursework assessment. Coursework assessment should constitute up to six pieces of work at the appropriate
competency level in each of the four skills (reading, writing, listening and speaking) achieved after mid-semester. A different assessment
strategy 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 by
the 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
evidence of process as well as product; a reflective essay on progress made during the course should be included in the portfolio.

ENGL N125
Coursework.
(Outcomes: 1,2,3,4)
Final Assessment.
(Outcomes: 1,2,3,4)
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 range
of 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 of
performance
CLO 2- Give oral presentations and participate in one-to-one and group discussions on topics relevant to program areas at least
IELTS 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 at
an 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 Writing
Band 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 assessment
Each college plans a common coursework assessment. Coursework assessment should constitute up to six pieces of work at the appropriate
competency level in each of the four skills (reading, writing, listening and speaking) achieved after mid-semester. A different assessment
strategy 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 by
the 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.
(Outcomes: 1,2,3,4)
Portfolio.
(Outcomes: 4)
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, Health
Sciences, IT, Applied Media and Business. Using input from texts, videos, and audio materials on a range of topics related to their programme
studies, students actively participate in engaging work-related discussions and decision-making tasks with a strong focus on professional
language 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 straightforward
program-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 word
choice 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 oral
briefings, 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 or
notes.
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 to
the program major being studied.

LSC 2183
Teachers will use appropriate English language teaching methodologies with a focus on student-centred Learning by Doing, independent
learning and use of technology. Teachers are not required to be experts in the program area, but materials should reflect sensitivity to the
English 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 the
demands of the program with subject specialists.
Coursework - Quiz: 15%
Tests/Online quizzes. Number to be determined by college team and
weighted accordingly.
(Outcomes: 2)
Skills assessment focussing on items taught and testing reading, listening
and 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)
Class discussion /debate/presentation based on program-related material
using concepts learnt on the course. Critical thinking and questioning
should be significantly featured.
(Outcomes: 2,3)
Final Assessment - Project Output: 30% (CSA)
20% for final report and 10% for final presentation. Both assessments to
be based on program related topics and concepts taught on this course.
Presentation with an audience and demonstration of ability to field
questions 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
study.

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 proficiency
towards the Independent User B1 Level as defined by the Common European Framework (CEF) of Reference for Languages of the Council of
Europe.
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 at
normal speed sufficiently to carry out a range of routine social, work and college - related language activities in both interactive
situations, (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 language
activities in both interactive situations (e.g., question - answer sessions, one -to - one conversations, group discussions and
negotiations) and non - interactive situations (e.g., short talks, classroom presentations) at an appropriate level of performance (upper
CEF B1 level).
CLO 3- Develop reading speed and reading skills sufficiently to carry out a range of routine of social, work and college - related
language 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 language
activities, 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 familiar
social, work and college topics.
Respond appropriately to oral requests for information, and straightforward sets of oral instructions and directions without the need for
clarification.
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.

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, checking
comprehension, 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 complex
ideas 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.

Skim to identify the subject and most important factual information from straightforward authentic linear and non - linear written texts such as
notices, 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.

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.

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- related
contexts, using student- centred communicative strategies in planned learning activities. The Teaching - Learning Strategies appendices to
this document suggest strategies, activities and materials for each objective in overall and specific contexts. These documents detail
functions, 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 course
performance objectives. Final assessments are skills - based proficiency measures. Discrete assessment of language systems also forms a
small 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.

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 based
performance criteria drawn directly from the objectives.
(Outcomes: 1,2,3,4,5)
Writing Portfolio: student gathers evidence of own performance, may
include evidence of process as well as product - lends itself to process
writing objectives such as drafting/writing reports.
(Outcomes: 4)

ENGL N1255
Ongoing observation - instructor observes language performance during
daily classroom activities and grades this using competency based
performance criteria.
(Outcomes: 1,2,3,4,5)
Discrete item testing - e.g. tests of language systems which are separated
from 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 are
equally - 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 defined
by the Common European Framework(CEF) of Reference of Languages of the Council of Europe and is expected to pass a benchmarked
exam 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 at
normal speed sufficiently to carry out a range of routine social, work and college - related language activities in both interactive
situations, (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 language
activities, in both interactive situations (e.g., question - answer sessions, one - to - one conversations, group discussions and
negotiations) 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 language
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 variety of routine social, work and college - related language
activities, at an appropriate level of performance.
CLO 5- Develop information skills required for college, classroom and workplace tasks at this level.
Delivery Framework:
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.

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

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 with
unknown words.

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

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- related
contexts, using student- centred communicative strategies in planned learning activities. The Teaching - Learning Strategies appendices to
this document suggest strategies, activities and materials for each objective in overall and specific contexts. These documents detail
functions, 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 course
performance objectives. Final assessments are skills - based proficiency measures. Discrete assessment of language systems also forms a
small part of coursework assessment.
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 based
performance criteria drawn directly from the objectives.
(Outcomes: 1,2,3,4,5)
Writing Portfolio: student gathers evidence of own performance, may
include evidence of process as well as product - lends itself to process
writing objectives such as drafting/writing reports.
(Outcomes: 4)
Discrete item testing - e.g. tests of language systems which are separated
from other aspects of language performance e.g. spelling, grammar,
dictation - points based grading.
(Outcomes: 1,2,3,5)
Ongoing observation - instructor observes language performance during
daily classroom activities and grades this using competency based
performance criteria.

ENGL N2155
(Outcomes: 1,2,3,4,5)
Skills based assessment incorporating indirect measures of language
proficiency, cloze, gapfill, multiple choice, points based scoring and direct
assessment 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 and
weaknesses of core theories of leadership. Develop and apply the skills of both leading and following class mates required for effective
teamwork 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 and
outside the classroom.
Delivery Framework:
Schedule Content CLO
Session 1 Introduction 1, 2, 4
Activities:
Introduction to syllabus
Introductory lecture
Short Introduction to a Leader, Sheikh Zayed bin Sultan al Nahyan – In-class reading
From Rags to Riches, pp. 129-131
Class 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. 1-13
Activities:
Possible In-class Reading Quiz
Lecture
Class Discussion

LSH 2113
Session 3 Trait Approach to Leadership 1-4
Suggested ReadingsLeadership: Theory and Practice, Ch. 2, pp. 14-28, 36-37
Activities:
Shura Peer Teaching
Class Discussion

Session 4 Skills Approach to Leadership 1, 2, 4
Suggested Readings:
Leadership: Theory and Practice, Ch. 3, pp. 39-56, 65-66
Activities:
Lecture
Class Discussion

Session 5 Style Approach to Leadership 1-4
Suggested Readings:
Activities:
Shura Peer Teaching
Class Discussion

Session 6 Contingency Theory and Leadership 1, 2, 4
Suggested Readings:
Leadership: Theory and Practice, Ch. 6, pp. 111-118, 12
Activities:
Lecture
Class Discussion

Session 7 Transformational Leadership 1-4
Suggested Readings:
Activities:
Shura Peer Teaching
Class 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:
Activities:
Shura Peer Teaching
Class Discussion

Session 11 Psychodynamic Approach to Leadership 1-4
Suggested Readings:
Activities:
Lecture
Class Discussion

Session 12 Culture and Leadership 1, 2, 4
Suggested Readings:
Activities:
Shura Peer Teaching
Class Discussion
Written Assignments:
Leadership Shura “Leaders on Film” Essays are due

Session 13 Leadership Ethics 1-4
Suggested Readings:
Activities:
Lecture
Class 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 Policy
Mohammed Al-Fahim, From Rags to Riches, pp. 129-136
Activities:Possible In-class Reading Quiz
Lecture
Class Discussion

Session 15 Conclusion 1, 2, 4

LSH 2113
Activities:
Concluding Lecture
Discussion of Final Exam

Individual Assignment: 20%
In-class Quizzes and Assignments (Outcomes: 1)
Leadership Shura Peer Teaching (Outcomes: 1,2,3)
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 specific
assignments throughout the course of the semester. For this particular assignment, each shura will be in charge of teaching the material for
one session during the semester. This will involve each group helping the class to understand the material AND its real world application. How
does 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-playing
scenarios, 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 must
consult with the instructor at least a week before their scheduled presentation (see instructor’s office hours in the syllabus for potential
meeting times). Each shura will be assigned one of the following class sessions to teach: Peer Teaching Session 1 – Week 3 “Trait Approach
to Leadership” Peer Teaching Session 2 – Week 5 “Style Approach to Leadership” Peer Teaching Session 3 – Week 7 “Transformational
Leadership” Peer Teaching Session 4 – Week 11 “Authentic Leadership” Peer Teaching Session 5 – Week 13 “Culture and Leadership”
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 and
have 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 is
not 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 media
technologies.
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 and
social significance of new media technologies.
Delivery Framework:
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 its
transfer as industry)
Explain the effects of digitization on the increase in deregulation, privatization and liberalization of the media.
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.
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 - cyber
activism)
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.
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 information
about the media trends in their chosen region through monitoring its media and the reports written about their media systems by regional and
international organizations. (Outcomes: 1,2,3)
A group presentation: 20% You will be working with your group giving a presentation about the media status and trends in your chosen
region. 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 media
in this country and examine how the global media trends influence and sometimes shape the local media. (Outcomes: 1,2,3)
A range of assessments addressing all outcomes.
(Outcomes: 1,2,3)
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 to
physical 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:
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.
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/eg
FitBit), and critically analyze weight management issues in the UAE.
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.
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, local
muscular endurance, anaerobic power, flexibility and body composition.
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. Students
participate 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.

12.5% Exercise Practical Demonstration 12.5% Health Oral Presentation
20% Tests 10% First Aid Test & Practical 15% Practical Skills
Assessment
(Outcomes: 1,2,3,4,5)
Final Assessment - Report: 30%
Personal Health and Wellness Report 20% (CLO1, 2,3,4) Practical Fitness
Tests 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:

LSN 1213
This document details the relevant IT skills, researchskills and self-study skills students should be capable of performing at each level of
study.

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 applying
for a job and culminating in a mock job interview. They will also demonstrate proficiency in conducting and participating in career-related
meetings, simulations, presentations, and decision-making, as well as creating meeting agendas, professional letters and other career-related
written 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 demonstrate
the 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 in
order 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 seminars
as 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 writing
tasks, 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 of
actual job application documents. The academic preparation phase focuses on the development and refinement of existing language skills
allowing for integration with the career program. There is considerable emphasis on the development of research skills and independent work
habits, as well as further development of oral presentation and public speaking skills.
Campus designed and administered. (Outcomes: 1,2,3)
Coursework: 20%
Participation: 10%
Assessed to a campus specification. (Outcomes: 1,2,3)
(Outcomes: 1,2,3)
(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 to
secondary 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 should
demonstrate an ability to apply this knowledge to gain an understanding of relevant social or professional issues. Subsequently, students
report 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 final
assessment. </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 the
data collection procedures. The background report should be APA referenced and a length of approximatly 1000 words. Included within the
proposal 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 or
thematically based depending on the approach. The results are breifly summarized with trends or interesting results in the data commented
upon.
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 for
professional practice and/or public policy; and, finally, considers future directions in research on the topic. The final report may also involve an
oral 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, the
students will conduct a journal article review (CLO 5) and a knowledge comprehension assessment (CLO 6). The article review will
involve: the use of library databases to locate an appropriate journal article; a description of the stated research goals of the article; a
description of the research methods; a summarization of the results; and a discussions of the implications of the findings to professional
practice or public policy. In the knowledge test the students will demonstrate an understanding of research related concepts covered in the
course.
The scores for the final assessment will be divided between the article review and the knowledge assessment.
Recommended Grading Framework:

   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 a
description of the data collection procedures
(Outcomes: 1)
Carry out research by collecting data using qualitative, quantitative or
mixed methods
(Outcomes: 2)
Overview research procedures, discuss the results, address the
implications 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
Attachments:
Special Comment:
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