The document outlines AUAF's approach to education, which is informed by liberal arts and sciences traditions. It emphasizes interactive, experiential, and integrated teaching and learning. The curriculum focuses on developing general competencies through a core curriculum before specializing in majors. Learning outcomes are mapped from courses to programs to ensure integration. Teaching methods include discussion, group work, flipped classrooms, projects and case studies. Capstone courses integrate and assess prior learning through final projects.

1. AUAF’s Approach: Professional Learning
Informed by Liberal Arts and Sciences Education
Presentation for 2019 QAAD Workshops
Dr Andrew Starcher, Dean of Faculty
January 26, 2019

2. Introductions
About AUAF
Educational vision
Approach to curriculum
Interactive, Experiential & Integrated Teaching and
Learning
OUTLINE

3. About AUAF
Presentation for 2019 QAAD Workshops

4. AUAF Timeline
Opened in 2006
Attacked in 2016
New campus 2017
Accreditation 2018
4

5. • 782 UG students (fall 2018)
• 86 Graduate students (fall 2018)
• 1,241 Certificate (PDI) students
• 37% first-year female students
• 54% Academy female students
• 89% of students on financial aid
• 1,192 alumni
• 80% of alumni employed
• 66% of alumni living in Afghanistan
5
Students and Alumni (Fall 2018)

6. • 58 Teaching faculty
• 36 F-T, 22 P-T
• Doctorates 38%
• Female professors 29%
• Afghan Faculty 48%
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Faculty (Fall 2018)

7. Educational Vision
Presentation for 2019 QAAD Workshops

8. International-level education relevant to the
needs of Afghanistan and to students’ aspirations
 English as language of instruction
 Rigorous general education core
 Outcomes-based skill development
in degree programs
 Co-educational and residential
student learning experience
The university will be
known for academic
and professional
programs that build
on liberal studies and
provide enlightened
instruction in key
areas that serve the
development of the
country and promote
the aspirations of its
students.
8

9. The Liberal Arts and Sciences Tradition
 Holism / character formation
 Leadership
 Breadth of knowledge
 Personal development
 Critical thinking
 General education
9

10. Focus on general education core competencies
 Communication skills in English and a national language
 Critical thinking and problem-solving skills
 Leadership, ethics & social responsibility
 Technological competence
 Global & cultural awareness
 Forms of knowledge
10

12. Outcomes-based Approach
to Curriculum Development
Presentation for 2019 QAAD Workshops

13. Academy Year ‘0’
English, math,
computing
Year One
Core Curriculum I & Major
Year Two
Core Curriculum II,
& Major
Year Three & Four
Core Capstone &
Major
The “Chevron” Model

14. An AUAF Graduate is able to:
Speak and write effectively in English and in one national
language, demonstrating research capacity and rhetorical
competency in academic and professional contexts.
(a) Reading, (b) Writing, (b) Information Literacy
Afghan
II
SS&H IV
C
Afghan
I
English in
Disciplines
IV
National
Language
III
Eng III
Eng I
Eng I
SS&H I
A
SS&H II
B
SS&H
III
B
English in
Disciplines
V

16. 16
Undergraduate Major Programs
• Bachelor of Arts and Laws
• The Rule of Law
B.A. – LL.B.
• Bachelor of Business Administration
• A prosperous Afghanistan
BBA
• Bachelor of Arts in Political Science and Public
Administration
• Good governance and administration
BA in PS-PA
BS in IT

17.  Learning Outcome #1: MBA graduates will be able to develop
comprehensive solutions to business problems.
 Learning Outcome #2: MBA graduates will demonstrate effective,
persuasive communication.
 Learning Outcome #3: MBA graduates will be able to understand the
role of modern technology and management practices in decision
making.
 Learning Outcome #4: MBA graduates will be able to apply ethics in
business, government, and society.
Example: BBA Program Learning Outcomes

18. Mapping of Coure Learning Outcomes to
Program Learning Outcomes
1.
Graduates will demonstrate effective communication skills as they relate to business
disciplines.
2. Graduates will have knowledge of business concepts, tools, and techniques commonly
applied to business.
3.Graduates will be able to solve organizational problems.
4.Graduates comprehend professional legal norms and ethics in a business environment.
Course CLOs PO #1 PO #2 PO #3 PO #4
ACC 200 1. Explain the conceptual foundations of financial accounting. P P
2. Prepare the income statement, statement of retained earnings,
balance sheet, and statement of cash flows
P
3. Analyze the financial performance of companies using financial
ratios
P
4. Explain the regulatory environment for accounting P
ACC 250 1 Calculate product costs using job order and processing
costing systems.
I
2. Analyze overhead costs using activity-based costing. I
3. Perform cost-volume-profit analyses. P
4 Prepare a budget. P

19. MGT 400 1. Recognize ethical issues when presented in a complex,
multilayered and can recognize cross-relationships among
the issues
M M
2. Apply ethical perspectives to an ethical question,
accurately, and is able to consider full applications of the
application
M
MGT 450 1. Be able to describe how strategic decisions differ from
other decisions that managers make.
M M
2. Understand the types of strategic decisions for which
different managers are responsible.
M
3. Be able to apply a comprehensive model of strategic
decision making.
M
4. Appreciate the importance of strategic management as a
process.
M
5. Be able to give examples of strategic decisions that
companies have recently made.
M
6. Understand leadership styles and culture and the impact
in the organization.
M
Program Learning Outcomes Mapped at the Capstone Level

20. Interactive, Experiential &
Integrated Teaching and Learning
Presentation for 2019 QAAD Workshops

21.  Discussion
 Pair and Groupwork in class
 “Flipped Classrooms”
 Team projects
 Undergraduate research
 Case studies
 Technologically enhanced learning
ACTIVE LEARNING

22. Interaction through a
Learning Management
System (Canvas)
 Teacher-Student interaction (e.g.,
written feedback or announcements)
 Student-Teacher interaction (e.g.,
response to feedback, discussion
forums)
 -Student-Student interaction (e.g.,
discussion forums or group projects)
 Student-Content interaction (e.g.,
response to video or uploaded
content)
Technoligcally enhanced learning

23.  Co-curricular activities
 Student government
 Clubs
 Residence Life Activities
 Internships
 Moot court competitions
 Model United Nations
 Service Learning
 Combined classrooms with student from other universities
EXPERIENTIAL LEARNING

24. Making connections
 connecting skills and
knowledge from earlier
general education courses
 within a major, between
fields, between curriculum,
co- curriculum, or between
academic knowledge and
experiential practice
Integrated Learning

25. General Education Capstone
 Last course in “Chevron”
 Final integrated project
(presentation, paper)
Reflection on past learning
Assessment of general
education learning outcomes
Major Capstone Experiences
 Final course or courses in the
major
 Final integrated project
(business plan, IT product,
research paper)
Reflection on past learning
Assessment of program (major)
learning outcomes
Capstones for Integrated Learning

26. Darulaman Road
Kabul, Afghanistan
Main +93(0)729863447
auaf.edu.af