1. New Directions for Student Success: ABP – COL Curricular Integration February 23, 2012 1

2. The Mission Zayed University seeks to prepare students for meaningful and successful 21 st 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. 2

3. 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. 3

4. 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 4

5. Stakeholders’ Concerns  External Suggestions  Internal Imperatives 5

6. Students’ Profile  Enrollment grew by 27% in 2011  96% of students are Nationals  21% of students on some form of financial aid/support  18% of ZU’s student population (7,122) come from Emirates other than Abu Dhabi and Dubai  Entering 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 6

7. Students’ Stagnating Academic Preparation YearListeningReadingWritingSpeakingOverall 20105.14.84.95.65.1 20115.14.85.05.65.2 These are from ABP exam samples. IELTS Exits ABP IELTS Exits COL 240 – Fall 2010 ListeningReadingWritingSpeakingOverall 6.05.45.66.25.9 ListeningReadingWritingSpeakingOverall 6.05.75.86.76.1 IELTS of Majors – Fall 2010 7

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10. Academic Bridge/Colloquy on Integrated Learning Master Plan 1/2 Assessment (4.0) Assessment (5.0) 18 Wks 9 Wks 1020 20B 56 9 Wks 78 E Learning Commons COL Math & E Learning Commons Student Success

11. Year 1Year 2Years 3-4 COL 140 COL 145 COL 240 240 245 (5 hours) Menus 111, IV COL 150 COL 155 COL 250 250 SMT 110, 111, 165260, 270IV AIS 130, 1352351, 11 IUCE 120, 105ADV 201 E Learning Commons Student Success 11 Academic Bridge/Colloquy on Integrated Learning Master Plan 2/2 Assessment 6.0

12. Disciplinary Integration into ABP 5 678Year 1 Year 2 Stair stepped Outcomes and effective assessments (Reading & Writing) XXX X 140- 5 Academic English 140-5 140-5H A Below 4.5 R&W (5 hrs) 240 240H 240A 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, 150-5250 Global Awareness XXXX Science Math and technology XXXX Science, Mathematics and Technology Quantitative Reasoning XXXX Integrated Student Development & Leadership Outcomes XXXX Student Development and Leadership Assessment Assessment Assessment 12

13. English Streaming in Colloquy on Integrated Learning 13 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)

14. Language-Level Appropriate GA Sequence COL 150  Designated Reading Intensive  Flesch-Kincaid for Level Check  Streaming based on IELTS  Changed Syllabus  Intensive Language Teaching  In a L2 environment we are all language teachers 14

15. Process of Change  Formation of Committees  Recommendation of Committees  Collaboration between ABP and UC at all times  Establish a 12-18 month timeline for proposed changes  Participation of faculty and administration in the process  Aim for a 2013-2014 full-fledged launch 15