UNIVERSITY CATALOG
2016-2017



FIRST YEAR EXPERIENCE


The first year of university is an exciting yet often challenging time for students. Among many things, the First Year Experience program at AUK is designed to help students transition to a university environment, while also introducing them to the value of a liberal arts education. The FYE Program does this by requiring students to take two required courses (University 100 and University 110) and by involving them in extra-curricular activities on campus. By the end of the program, through both didactic and experiential learning, students will have acquired a range of academic, personal and social skills including, developing an appreciation of a liberal arts education, acquiring vital higher-level thinking skills, and ultimately attaining a sense of personal empowerment and academic self-efficacy.

Mission Statement

The First Year Experience strives to integrate all first-year students into the university’s liberal arts environment by empowering them with essential academic, personal and social skills.   Students learn through holistic and experiential methods that encourage self-assessment and reflection.  Ultimately, students in the FYE program are encouraged to become empathetic leaders and active agents of change within their communities.

Values

FYE Core Values:

  • Individual evolvement in academic, social and personal development
  • Holistic development
  • Collaboration and teamwork
  • Creating a safe, constructive and stimulating campus-wide environment
  • Active and experimental learning
  • Integrity, empathy and responsiveness 
  • Professional growth and development
  • Community service

Vision

The FYE program hopes to add more campus-wide programs as well as work in partnership with other departments and campus organizations.  We aim to develop more community based opportunities for students to apply interdisciplinary course concepts. By offering more professional development opportunities in the future, we aspire to inspire faculty and staff to promote campus wide learning.

Learning Outcomes

Upon successful completion of this course, the student will be able to:

  • Develop an understanding and an appreciation for the meaning, purpose and benefits of a Liberal Arts education and demonstrate this understanding through a variety of assessments such as reflections, exams, projects and presentations
  • Apply a variety of transferable, durable skills needed for success at a university level and beyond.  Skills include goal setting, note-taking, test- taking, reading, writing, listening and presenting
  • Critically question and analyze their own physical, emotional and social behavior in order to demonstrate awareness between academic well-being and personal choices
  • Integrate into the AUK liberal arts culture by attending and actively participating in a variety of co-curricular events and indicate this through reflecting on and summarizing their experiences
  • Identify and apply practical strategies for higher level thinking by successfully completing a variety of class assignments and assessments such as: reflections, exams, projects and presentations
  • Examine and construct self-reflective practices and employ effective behavioral strategies conducive to learning and becoming an effective member of the University community 

Course Requirements

Students must complete with a grade “C” or better the following courses:

UNIV 100 Essential of Learning (2)
UNIV 110 University, Community and Citizenship (3)

Admission And Placement


English is the medium of instruction at the American University of Kuwait; therefore, competence in the language is a prerequisite for success in academic pursuits. Applicants whose TOEFL score is below 70 on the internet based test and who otherwise qualify for admission to AUK are eligible for admission into the Intensive English Program. Once admitted to the IEP Program, students take the ACCUPLACER English as a Second Language Placement Test. This is a diagnostic test that enables the Intensive English faculty to assess students’ language ability and place them at the most appropriate level. Benchmarks are subject to change.

Level/
Accuplacer
Scores
UG Essay
(8 pt)
UG Reading Comp 
(120 pt)
ESL WWP 360        
(6 pt)
ESL
Language (120pt)
ESL Reading  Skills
(120 pt)
ESL Sentence
(120 pt)
ESL Listening
(120 pt)

 

 

 

 

 

 

 

 

IEP Level 1

 

 

2-3

62-77

62-77

62-77

62-77

IEP Level 2

 

 

3-4

78-93

78-93

78-93

78-93

IEP Level 3

 

 

4-5

94-109

94-109

94-109

94-109

Referred to UG

 

 

5-6

110-120

110-120

110-120

110-120

ENGL 100

 

51-79

4-5

 

 

 

 

ENGL 101

6-8

80-120

 

 

 

 

 

Curriculum Overview By Skill


Reading Through The Curriculum In The IEP

Reading instruction in the IEP has one primary purpose: to provide the student with a battery of discrete yet inter-related skills that will enable him/her to engage effectively and responsibly with both academic and non-academic texts common of entry-level undergraduate coursework. Through regular practice of the skills both separately and, as additional skills are introduced, cumulatively via learning situations requiring self-generated responses to both single paragraphs and multi-paragraph essays, and through application of the skills to texts used for writing assignments, the student will systematically develop and improve overall ability to comprehend college-level English-language texts and thereby increase reading speed and academic vocabulary

Level 1
The student is introduced to the individual skills of understanding vocabulary in context, recognizing a writer’s pattern(s) of organization, identifying a writer’s main ideas, extracting a writer’s primary supporting points, making inferences, evaluating the relevance of supporting evidence, and recognizing factual and organizational similarities and differences between texts in response to low-intermediate to intermediate English for Academic Purposes material. In addition, the student will be introduced to the concept of applying ideas contained within texts to his/her own life.

Level 2
The student develops the individual skills introduced in Level 1 and is introduced to the additional skills of inferring main idea, analyzing rhetorical choices, and analyzing the significance of similarities and differences between texts in response to high-intermediate English for Academic Purposes material. In addition, the student further develops the ability to apply ideas contained within texts to his/her own life.

Level 3
The student refines the individual skills introduced and developed in Levels 1 and 2 and is introduced to the additional skills of distinguishing between fact and opinion, recognizing solid arguments, and analyzing how texts support and challenge one another, in response to low-advanced English for Academic Purposes material. In addition, the student further refines the ability to apply ideas contained within texts to his/her own life.

Writing Through The Curriculum In The IEP

Writing instruction in the IEP has one primary purpose: to provide students with the entry-level academic writing ability necessary for success in introductory undergraduate courses. Through a carefully articulated sequence of writing assignments that enable the student to gain understanding and appreciation of the writing processes the student writes, at each level of instruction, an in-class essay and produce a portfolio of finished writing that demonstrates increasing acquisition of composition skills required of writers in the academic community while continuously refining their grammatical and mechanical competence.

Level 1
The student is introduced to fundamental activities common to response-based writing assignments. The student learns to compose formally structured sentences and paragraphs for a variety of academic purposes. In addition, the student summarizes, paraphrases, and integrates information and reacts to the ideas of published writers while gaining familiarity with guidelines for formatting academic papers and developing grammatical and mechanical competence.

Level 2
The student develops the fundamental skills introduced in Level 1. The Level 2 student further develops formally structured paragraphs and learns to compose formal essays. The student continues to develop areas of grammatical and mechanical competence.

Level 3
The student refines the skills introduced in Level 1 and developed in Level 2 and is introduced to the additional skills of synthesizing information from several texts and incorporating quoted material into her or his own writing. The student continues to refine the areas of grammatical and mechanical competence.

Listening Through The Curriculum In The IEP

Listening instruction in the IEP has one primary purpose: to improve the student’s ability to effectively comprehend and assess oral English-language activities typical of the entry-level undergraduate academic environment. This goal is achieved through regular practice involving interactive listening activities that (a) require both selecting correct answers from a limited field and supplying answers to open-ended questions; (b) range from conversations and interviews to complex academic lectures of varying lengths; and (c) increase and enhance academic vocabulary. The student also learns to develop methods of accurate note taking and organizing the ideas and information in a useful written format.

Level 1
The student is introduced to basic listening skills used in everyday academic situations including identifying main ideas, examples, and content and transition words in low-intermediate to intermediate lectures and other oral texts of equivalent level. Special emphasis is given to listening for and recalling specific information while practicing note-taking strategies. In addition, the student is introduced to appropriate methods of formulating opinions in response to oral text.

Level 2
The student develops the skills introduced in Level 1 and is introduced to the additional skills of making inferences and identifying inductive and deductive reasoning in intermediate lectures and other oral texts of equivalent level. Special emphasis is given to drawing conclusions and organizing information while practicing note-taking strategies. In addition, the student is introduced to strategies for personalizing content contained within oral text.

Level 3
The student refines the skills introduced and developed in Levels 1 and 2 and is introduced to the additional skills of identifying a speaker’s pattern(s) of organization, distinguishing between fact and opinion in lectures and interviews, and evaluating the nature and relevance of a speaker’s evidence in high-intermediate to low-advanced lectures and other oral texts of equivalent level. Special emphasis is given to listening for and assessing a speaker’s overall point or argument while practicing note-taking strategies. In addition, the student is introduced to appropriate methods of formulating opinions in response to oral text.

Speaking Through The Curriculum In The IEP

Speaking instruction in the IEP has one primary purpose: to assist the student in learning to communicate effectively and successfully in public speaking and social contexts common to the academic environment at the introductory undergraduate level. Via pair work, group work, and one-to-one conferences with the instructor, the student is guided, at each level, through the process and performance of presentations of consistently increasing length focusing on various structures and purposes. Throughout the program, the student progressively improves the ability to make observations, express opinions, and argue effectively and appropriately while enhancing speaking fluency and accuracy.

Level 1
The student is introduced to public speaking skills used in everyday academic situations and in formal presentations at the low-intermediate to intermediate level. The student learns principles of narration and exposition, basic interview techniques, and fundamental platform skills. Emphasis is on reporting and discussing personal information.

Level 2
The student develops the public-speaking skills introduced in Level 1 and is introduced to the additional skills of principles of demonstration and primary research for presentations at the intermediate level. Emphasis is on reporting and discussing information based on observations outside the self.

Level 3
The student refines the public-speaking skills introduced and developed in Levels 1 and 2 and is introduced to the additional skills of reporting on controversial information without bias, assembling and organizing relevant information for persuasion, and commenting on the nature and relevance of support in the arguments of others for presentations at the high-intermediate to low-advanced level. Emphasis is on orally presenting information derived from written or visual texts.

Vocabulary

Vocabulary is an essential and integral part of every language skill. Student acquisition and development of the English language vocabulary is integrated into all the courses of the Intensive English Program. Vocabulary instruction focuses initially on high frequency vocabulary in use in everyday academic English and then emphasizes more advanced academic vocabulary. Most significantly, by the time the student completes the Intensive English Program s/he will be familiar with much of the academic vocabulary that is commonly used and that is necessary for success in university coursework.

Grammar

The goal is to integrate grammar into the four language skills: reading, writing, listening, and speaking. The purpose is to develop grammatical accuracy in academic writing and speaking and to increase comprehension in academic listening and reading. The emphasis is placed on understanding the form, meaning, and use of grammatical structures.

Faculty


ABAL, Abdulaziz, Assistant Professor of Education, Ph.D., 2012, Florida International University, Florida, USA.

AL-NAJJAR, Hala, Coordinator, Instructor; M.Ed., 2004, Education, Fitchburg State College, Massachusetts, USA.

AL-SUFFI, Kimberly, Senior Instructor; M.Ed., 1992, University of Maryland, College Park, Maryland, USA.

MSALL, Kyle A., Assistant Professor of International Psychology; PhD.; 2016, Chicago School of Professional Psychology, Illinois, USA.

STAVROS, Hadjisolomou, Lecturer of Psychology; Master of Philosophy, 2016, University of New York (CUNY) NY.

 

Back to top