foundation program newsletter issue 13 spring & …...by dinos demetriades, curriculum...

Foundation Program Newsletter Issue 13

Foundation Program Newsletter

Issue 13 Spring & Fall 2011

Foundation Program Newsletter Mission

The purpose of the Foundation Program Newsletter is to strengthen cooperation and understanding among faculty in

the Foundation Program. The Newsletter is published for Foundation Program faculty, QU faculty, staff, students and

external readers. It covers news about program development and reports on issues relevant to program interests.

The newsletter has a particular emphasis on faculty participation in educational endeavors, research issues and

publications. In addition, it aims to showcase student achievement and activities.

Previous issues of the Foundation Newsletter can be found on Qatar University’s Publications webpage:

http://www.qu.edu.qa/foundation/english/fond_en_news.php

http://www.qu.edu.qa/foundation/english/fond_en_news.php


CONTENTS

Program Development

Restructuring of the Foundation Program

Student Profile

The Changing English Program Curriculum

The Teacher Resource Center

The Foundation Program Academic Advising Center (FPAAC)

Foundation News

Faculty Participation in Professional Development

Math & Computer Professional Development

Math & Computer Events during Professional Development Days

English Professional Development

Guest Speakers during Professional Development Days

Faculty Participation in Conferences and Seminars Open to the Public

Faculty Participation in University and Community Service

Faculty Awards

Academic Publications and Research Pursuits

Featured Academic Publications

Additional Academic Publications

Research Pursuits

English Department Research Reading Group

Student Services

Orientation

The Foundation English Learning Centers

IELTS Support Services

Peer Tutor Program

Weekly Foundation English Activities

Additional Student Services Activities

Teaching EFL to Blind and Visually Impaired Students

Events

Trip to Al-Dosari and Al-Maha Farms

Faculty Visit from Herat University, Afghanistan

Arabic Classes

Farewell to Ramesh Rupchand

Acknowledgments

Contributors

Allyson Young Clint Mitchell Dinos Demetriades Fatma Alyan Hardie Cooper James FitzGibbon Dr. Maha Nabhan Michael McKenzie Nicolas Gromik Patrick Murphy Philip Hunter Dr. Sahbi Ayari Stephanie Pinnacle

Proofreaders

Dinos Demetriades Juno Titheridge Stephanie Pinnacle

Photographic Contributions

Ahmed Hazratzad Alaeddin Halwani Allyson Young Amy Crompton Mustafa Omira Patrick Murphy Reem Khalid Dr. Sahbi Ayari Design Stephanie Pinnacle Aashima Gaur


PROGRAM DEVELOPMENT

Restructuring of the Foundation Program Following a two-year study of the Foundation Program at Qatar University, the Vice President and Chief Academic Officer (VP&CAO) submitted a proposal on November 14th, 2011 to restructure the Foundation Program from a two-year to a one-year program. On January 24th, 2012, The Supreme Education Council issued a decision that Arabic would be the medium of instruction at Qatar University for most majors. The decision also stated that students are to be directly accepted in programs that will be taught in Arabic as of Fall 2012, without the need to study in the Foundation Program. The Foundation Program, in collaboration with the VP&CAO office, will implement a one-year program to serve the

colleges of Science, Engineering and Pharmacy effective Fall 2012.

Foundation Faculty, Staff and families on a trip to Al-Maha Farm


Student Profile

By Philip Hunter and Stephanie Pinnacle

There was a significant fluctuation in student numbers in Fall 2011. 3314 students registered in the Foundation

Program compared to 2825 who registered in the previous Fall. This was an unexpected 15% increase due, in part,

to the Foundation Program Student Outreach Committee who visited various high schools to orient and advise new

students on Foundation enrollment requirements and placement exams. The increase in Foundation student

enrollment was also a reflection on the overall 10 % increase in university enrollment. The following graph shows the

number of students registered by Foundation major in Fall 2011:

*Data from QU OIPD and IRDW Students Profile Fall 2011

The number of students exempt from Foundation upon admission to the university has also increased each year. The

following graph shows the percentage of students exempt from Foundation courses in Fall 2011:

*Data from QU OIPD and IRDW Students Profile Fall 2011

Student cohorts are spending less time in Foundation before entering their respective colleges. The rate of

completion for students who finished the program within two semesters has been rising steadily from 39% (2004

cohort) to 71% (2009 cohort). Therefore, 71% of students who completed the Foundation Program did so within two

semesters.

0%

5%

10%

15%

20%

25%

30%

35%

Students Registered in Foundation Program by Major Fall 2011*

% of Students Registered inFoundation Program

0%

5%

10%

15%

20%

25%

30%

Exempt fromEnglish

Exempt from Math Exempt fromComputer

Fully Exempt

Admitted Students by Exemption Type Fall 2011*

% of Admitted Students


The Changing English Program Curriculum

By Dinos Demetriades, Curriculum Coordinator

The structure and curriculum of the Foundation Program has evolved considerably since its implementation in 2004.

When the Foundation Program first started, the main course text at each level was the general English Headway

series. On-going curriculum evaluation resulted in the selection of the American series North Star in Fall 2005, and

Focus on Grammar replaced Murphy’s Essential Grammar in Use. Over the years, the course textbooks have

changed to better suit the levels.

A number of other significant changes were implemented in Fall 2010. The teaching of grammar, which was taught

and tested in separate components, was integrated in the Reading/Writing and Listening/Speaking components of the

curriculum with the aid of in-house produced materials. In response to student demand, the IELTS component was

piloted in Spring 2009 and fully implemented in Fall 2010, and, according to data from the Spring 2011 Student

Surveys, it has proven to be one of the most popular and motivating components of the program. The Level 3 and

Level 4 assessed interviews were also redesigned to mirror the ‘long-turn’ interview component of the IELTS

proficiency test, making the interviews more relevant to student needs.

Other changes in Fall 2010 included the implementation of the new Integrated Skills Projects (ISPs) for each level.

Also in Fall 2010, a fixed-list of vocabulary based on the top 2,000 most common words in English and words from

the Academic Word List was implemented and new Vocabulary Learning Outcomes were incorporated in Spring

2011. The Writing Portfolios for each level were revised in Spring 2010 and in-house model essays for each level

were created.

The Foundation Program received the Certificate of Accreditation in April 2010, signifying the program’s achievement

in meeting the standards of the Commission on English Language Program Accreditation (CEA).

According to the independent Final Report and Recommendations (2011) from Georgetown University, students who

have come through the FPDE have significantly lower failure rates in Post-Foundation E202 and E203 courses than

those who have been exempt from the program because they have scored an IELTS Band greater than 5.5 or an iBT

score greater than 61. The report suggests that Foundation English students are better prepared for the demands of

academic writing than those students who come straight from high school.

One of the main reasons why the FPDE has been so successful is because the curriculum is subject to programmed

feedback and input from faculty, students, the QU Client Colleges and the wider community in Qatar who have asked

for the Foundation Program to be shortened from two years to one. The FPDE will take this request and adapt and

refine the curriculum further in keeping with the FPDE Program philosophy of promoting continuous improvement to

meet student needs.


The Teacher Resource Center

By Fatma Alyan

Situated on the ground floor of the Women’s Foundation Building, the Teacher Resource Center (TRC) is a place for teachers to access teaching and professional development resources, to work and study in a quiet professional atmosphere, and to meet other teachers and relax. There is also a small room adjacent which teachers can book to hold meetings. The Foundation Program TRC provides useful part-time employment opportunities for registered QU students who volunteer their services to manage the reception desk and help maintain the database of materials on offer to faculty and staff.

The TRC houses the following resources:

References in twenty-five categories, such as testing/assessment, curriculum development, technical support, student reading, writing, listening and speaking textbooks

Supplementary audio CDS/DVDs

Feature film DVDs with accompanying supplementary worksheets

Doha Debates DVDs

English and Arabic local newspapers

A selection of periodicals

A searchable database of TRC resources displaying books, audio CDs, feature film DVDs and worksheets is

available on the Foundation Community Blackboard site. This year a new online forum for faculty members interested

in discussing new ideas relating to the TRC was introduced.

The Foundation Program Academic Advising Center (FPAAC) By Clint Mitchell The FP Academic Advising Center, which opened its doors in the Fall of 2009, is continuing to provide support and advice to our Foundation students. After a consulting agency audited the Foundation Program, it was suggested that the FPAAC have written documentation for its policies and procedures, which is being implemented by one of our new advisors, Ms. Mariam Al-Sada. All FP Academic Advisors have recently started using an ‘advising rubric’ from the QU Central Advising Unit while advising each student. Our annual Men’s & Women’s FPAAC surveys are showing very positive results for both the men’s & women’s advising centers. Clint Mitchell and Reem Khalid, who are part of the FP Academic Advising Committee, taught a 10-week English language course to interested FP academic advisors, which has been well attended. Ms. Aisha Al-Mansoor, coordinator of the FPAAC and Mr. Mosa Al-Jumat, male advisor, were able to attend the SanGard Higher Education Middle East User Group 2011 Conference from Dec. 12-14 in Dubai. Advising Foundation Program students continues to play a vital role in facilitating their success in the Foundation Program and a smooth transition into their respective colleges.


FOUNDATION NEWS

Faculty Participation in Professional Development

By Dr. Maha Nabhan, Dr. Sahbi Ayari & Stephanie Pinnacle Math & Computer Professional Development A Professional Development committee plans and arranges seminars, lectures and workshops for the faculty of the Math and Computer Department in the Foundation Program. The Committee encourages faculty to exchange ideas and research with colleagues.

Math Seminars and Workshops

Presenter Name Presentation Title

Namrata Das GRE Informational Session Mahmoud Syam Students Outreach Committee Dr. F. David Minbashian Teaching Thinking Skills (Part II) Kandasamy Rajan Statistical Package SPSS

Computer Seminars and Workshops


Mohamed Al-Bashir Google Apps for Education Nouran Emara MOS Exam “Using Microsoft Word” Lijy Jose Microsoft Office OneNote 2010 Amith Khandakar Exploring Some Basics of Matlab M. Ajmal Chaumun Taking an Online Course: A Personal Experience Saleh Abdel-Hafiz Introducing Windows 7 Debbie Kirkham The Educational Program MyItLab from Pearson Higher Education Sarah Aw Swee Hwa Web Outlook

Dr. Khalid Al-Ali, Foundation Director, Dr. Maha Nabhan, Head of Math & Computer Department with Mrs. Aisha Al-

Mansoor, Mrs. Shahnaz Ismail Ali, Mrs. Noran Adel Emara, Mrs. Sarah Aw Swee Hwa and Jaishree Malhortra


In addition to the weekly seminars, the department holds PD days at the end of each semester where guest speakers

from outside the university are invited to deliver workshops in areas relevant to the department’s mission.

Math & Computer Events during Professional Development Days


Dr. Khalid Al Ali Cultural Awareness Mahmoud Syam Khalid Al Ardah Osama Al Hafi

The Best Practices to Motivate and Encourage Students to Study

Hamud Abdulkadir Using Camtasia Studio to Develop Educational Mathematics Videos Sarah Aw Swee Hwa Microsoft Web Outlook Application – Intermediate Lijy Jose OneNote 2010 – Organize, Search, Share and Collaborate Netop Company Rep. Netop School6: Classroom Management Software Firas Al Laban Semantic Web the Future of Today’s Web Mohammed Chabi Course Content: Problems and Solutions Kandasamy Rajan Introduction to SPSS: Inferential Statistics Kenneth Busbee MYITLAB Training (part 1& 2)

English Professional Development Professional Development for faculty in the Foundation Program Department of English (FPDE) is offered through a

variety of avenues. In addition to QU’s Office of Faculty and Instructional Development (OFID) workshops, the

English Language Forum (ELF), ICT training, faculty orientation, the life coaching program and the book fair, the

department explored on-line webinar sessions this year.

Alaeddin Halwani, John Rogers and Heshmi Hamadi presenting at the January 2012 English Language Forum


Professional Development Workshops

Workshop Title (Abbreviated) Presenter

Library Services Kira Litvin MS Office Training Ian McKay Coaching as a Partnership/Life Coaching Jane Hoelker Special Needs Support John Tribuna Spelling City Tamara Poss Webinar: Warm-ups & Ice Breakers S. Denne-Bolton Assessment for Continuous Improvement Dr. Mohammad Fawzi Swap Shop Various Presenters Vocabulary Learning & Teaching Patrick Murphy Nvivo for Qualitative Analysis Carmen Denekamp Itunes U Nicolas Gromik Folktales & Fairytales Maggie Mieske IELTS Overview David Bartsch & Ozgur Pala Skype in the Classroom Sarah Martin & Mary Whisenhunt How do Teachers Know What to do? Jane Hoelker Multimedia Platforms Ahmad Hazratzad Webinar: Teaching English to Teens Joan Shin Webinar: Problem-Based Learning Char Heitman Webinar: Fun, Creative and Interactive Writing Jennifer Hodgson Quizlet Patrick Murphy Spelling City Tamara Poss NPRP Grant: Collaborative Application Nicolas Gromik Students Special Needs Overview John Tribuna Mail Merge on MS Word Azlifa Ahmed Turbo-Charge Your Vocabulary Alaeddin Halwani English in the Arab Gulf Dr. Fatima Zumrawi Evaluating Vocabulary Activities Patrick Murphy Teaching Integrated Skills through Animated Stories Fasil Yitbarek Autonomy Scaffolding for Writing Proficiency Online Carmen Denekamp Activities for Blind and Visually Impaired Michael McKenzie Engaging in a Globalized Society Dolores Gephart English as a Lingua Franca Ozgur Pala Swap Shop Various Presenters How Students Describe Good Teaching John Rogers Captioned Video/EFL Listening Comprehension Dr. Kevin Rooney Professional Development Abir Ja’afar Creating Web-based Exercises/Jerry’s Vocabulary Alaeddin Halwani Immersion Teaching Heshmi Hamadi Engaging Students in Authentic Learning/Social Networks Ismail Fayed & Amer Yacoub


Guest Speakers during Professional Development Days

The FPDE invite external and local guest speakers periodically to share their expertise and provide additional theoretical and practical support. These events are focused on themes which relate to current teaching practices, such as using technology to enhance language learning, promoting learner autonomy and integrating new content and skill into classroom practice.

Guest Speaker Workshops

Workshop Title (Abbreviated) Presenter

IELTS Presentation Sue O’Connell Formative Assessment Andwatta Barnes Action-Based Teaching Dr. Leo Van Lier Teacher Effectiveness Dr. Christine Coombe Complexities of Writing Dr. Dudley Reynolds Action Research Dr. Jean McNiff How to Train Students for IELTS Sarah White Using Learning Outcomes Brian Gilroy Breaking Through the Intermediate Ceiling David Evans Appreciative Inquiry Approach Paul MacLeod Documenting Literacy Development at the College Level Dr. Silvia Pessoa How to Prepare and Submit your Research Dr. Alan Weber Interactional Dimension of Reading and Writing Dr. Krystyna Golkowska

Dr. Christine Coombe with Ismail Fayed and Stephanie Pinnacle

Dr. Dudley Reynolds with Jane Hoelker


Faculty Participation in Conferences and Seminars Open to the Public

Foundation Program faculty actively participate in conferences and seminars, locally and around the world. The FPDE offers funding to faculty interested in presenting at international conferences in line with the mission of the program. Funding consideration is given to those who can submit evidence of publication, either in the conference proceedings or in refereed journals/publications. Faculty have delivered training, information sessions, workshops and seminars to high school teachers and students, parents, and national and international conference attendees. Math & Computer faculty presented at the 1st Symposium on Raising Awareness about the Foundation Program and its Requirements, at the Arwa Bent Abdullmutaleb, the Umm Hakeem, and the Al Shamal High Schools. Conferences in which faculty have presented include:

TESOL International Convention, New Orleans

TESOL Arabia, U.A.E

TESOL Qatar

TESOL Conference in Qatar

International ELT Annual International Conference, Oman

The Learning Conference, Hong Kong

International Association for Language Learning Technology (IALLT) Conference, USA

International Language Conference, Malaysia

Nile TESOL International Conference, Egypt

Thailand TESOL Conference, Bangkok

TESOL Sudan, Khartoum

Association for Educational Communication and Technology (AECT) Conference, USA

International Conference on the Teaching and Learning of English in Asia, Malaysia

TESOL Asia International Conference, Philippines

World Conference on Educational Multimedia, Hypermedia & Telecommunications, Lisbon

International Conference on Machine Learning and Computing, Singapore

International Journal of Arts & Science (IJAS) Conference, Germany

Istanbul Design Theory, Graph Theory and Combinatorics Conference, Turkey

International Conference on Education and Information Systems, USA

International Conference on Learning, Mauritius

Faculty Participation in University and Community Service

Foundation Program faculty participate in university and community service mainly by completing assigned tasks for

the program. Each semester, faculty members are placed in a committee of their choice or are assigned individual

tasks based on their expertise and interests. Other types of university and community service participation include

maintaining affiliations with professional organizations, working on external committees and e-newsletters, giving

press conferences and interviews, teaching in specialized or continuing education and volunteering in community

activities, which include the following:

Qatar Debates, Toastmasters

Photography Society

Doha Film Institute, Tribeca Film Festival

Doha Players, Creative Arts

Animal Welfare

Boy Scouts

Yama Yoga, Aikido, Ice Hockey, Soccer

Autism, Cancer and Huntington’s Disease fundraising

Those who benefit from faculty participation in community service outside the university include Qatar cultural, sports,

environmental and disaster relief organizations, high schools and hospitals. Groups who have received help from

faculty volunteer activities include children, the elderly, families, librarians, employees of Qatar government

departments and those living in impoverished regions. The table below shows the number of faculty who have

participated in community service activities over the year.


Number of Foundation Faculty Participating in Community Service Activities

Note: Calculations are based on adding the total number of faculty Fall 2010/Spring 2011 contributing to each aspect of community service listed above.

Faculty Awards

Exemplary Online Course Award 2012: A tradition since 2008

As the tradition continues at the Department of Math & Computer in the Foundation Program, the QU Exemplary

Online Course Award winner for the Academic Year 2010-2011 was awarded to Mrs. Noran Adel Emara, our

computer lecturer colleague in the Department.

Mrs. Noran Adel Emara with QU President Dr. Sheikha Abdulla Al-Misnad

107

47

7

19

23

12

5

Professional Affiliations

Volunteer Activities

Board-Level Appointments

Media Activities

Continuing Education

Active on Committees

Consultancy Services

0 50 100 150

# of FacultyParticipating inCommunity ServiceActivities


The runner up for this award was Mr. Mohamed Chabi our math lecturer colleague from the Department of Math & Computer.

Mr. Mohamed Chabi with Dr. Maha Nabhan, Head of Math & Computer Department, and Mrs. Noran Adel Emara)

This is the fourth consecutive year a faculty member from the Department of Math & Computer has won the QU Exemplary Online Course Award. Former winners are: Mrs. Lijy Jose for the Academic Year 2009-2010, Dr. Maha Nabhan for the Academic Year 2008-2009 and Dr. M. Ali Ayari for the Academic Year 2007-2008. The runner up for this award in the Academic Year 2009-2010 was also awarded to two Foundation Faculty members: Dr. Sahbi Ayari from the Department of Math & Computer and Mr. Alaeddin Halwani from the Department of English.

2009-2010 Winner: Mrs. Lijy Jose

Qu Award for Excellence in Teaching for Science-based Online Courses

Mrs. Lijy Jose with QU President Dr. Sheikha Abdulla Al-Misnad 2009-2010 Runner Up: Dr. Sahbi Ayari

Qu Award for Excellence in Teaching for Science-based Online Courses

2009-2010 Runner Up: Mr. Alaeddin Halwani

QU Award for Excellence in Teaching for Arts-based Online Courses

2008-2009 Winner: Dr. Maha Nabhan

QU Award for Excellence in Teaching 2007-2008 Winner: Dr. Mohammed Ali Ayari

QU Award for Excellence in Teaching

Dr. Sahbi Ayari and Mrs. Lijy Jose with Dr. Khalid Al-Ali, Foundation Director, and Dr. Maha Nabhan, Head of Math & Computer Department


Alpha Iota Delta Innovative Education Paper Award By Nicolas Gromik Congratulations to the recipient of the Alpha Iota Delta Innovative Education Paper Award go to Nick-Naser Manochehri, Nicolas Gromik, Aw Swee Liang, all from Qatar University, for their paper entitled ‘The Integration of Portable Technology to Enhance Lifelong Learning Skills’. The award was granted by the South West Decision Sciences Institute (SWDISI). Dr. Manochehri was the grant leader, Nicolas was the research leader in the English Department, and Mr. Liang was the data analysis assistant in the Math & Computer Department.

Academic Publications and Research Pursuits

The number of research publications and grants is robust for a non-research department. As part of professional

development, faculty are encouraged to seek research grants and publication. The table below shows the percentage

of research grants and publications submitted by faculty from the English and Math & Computer Departments.

Percentage of Research Grants and Publications by Department

Note: Percentage calculations are based on the total number of faculty in Foundation English Fall 2010/Spring 2011. The percentage reflects the number of publications and research grants submitted (including multiple submissions by single faculty members)

6%

2%

52%

7%

26%

Math & ComputerResearch Grants

English Research Grants

Math & ComputerPublications

English Publications

Total (% of submissions)

0% 20% 40% 60%

% of research grantand publicationsubmissions


Featured Academic Publications

By Hardie Cooper Classroom Management Impact on ESL Learners’ Motivation Ali Ahmed Hussein, Dr. Mohammad Fawzi M. Mohammad Abstract: Classroom management and motivation are two key areas in Second Language Learning/ Teaching. This paper brings these two areas together as it is believed that classroom management is one of the major factors that can have direct impact on ESL learners’ motivation in the classroom. Nowadays, the issue of motivation has become increasingly challenging for English language teachers and educators, as students often discontinue their studies and drop out placing the blame on the syllabus, the teachers or the education system. This paper provides background to as well as definitions of management and motivation in the classroom. It also investigates the relationship between the two areas. The methodology and the data collecting techniques are described and the results discussed. Strategies for classroom management are given at the end of the paper. Published in: The Proceedings of the 15th TESOL Arabia, English in Learning: Learning in English (2010). TESOL Arabia (pp 65-73) http://tesolarabia.org/publications/ Negative L1 Impact on L2 Writing Ali Ahmed Hussein, Dr. Mohammad Fawzi M. Mohammad Abstract: The aim of this study is to investigate the problem of negative L1 impact on L2 writing. The focus is mainly on the transfer of L1 errors resulting from translation during L2 writing. Three factors are believed to have impact on L1 negative transfer to L2 writing, namely, language proficiency, topic and mode. The significance of this study is that it addresses and attempts to find possible solutions to this common EFL writing problem. Moreover, the findings of the study can be of general applicability to other EFL / ESL settings. The study was conducted on Level 2 Foundation Program students at Qatar University in Spring 2010. Sixteen students whose LI was Arabic were asked to write on three modes: Process, Opinion and Compare and Contrast .The main findings of this study were: Students resorted to compensatory strategies to overcome the problem of transfer of L1 errors by first composing words and sentences in L1 and then translating into L2. It was assumed that proficiency in L2 would minimize negative L1 transfer to L2 writing; but the results of the study showed that students used L1 in L2 writing irrespective of their language proficiency in L2. Topic and mode also proved to be important factors affecting L1 negative transfer in L2 writing ,depending on familiarity or cultural appropriateness. On the basis of the findings some recommendations have been proposed. Published in: International Journal of Humanities and Social Science Vol. 1 No. 18 http://www.ijhssnet.com/journals/Vol_1_No_18_Special_Issue/22.pdf Using Student Produced Videos to Introduce Academic Writing Matthew A. Carey Abstract: This article introduces how digital storytelling software can be utilized in prewriting activities that introduce intermediate level EAP students to more academic writing discourses. The author demonstrates how digital storytelling software can be utilized in current pedagogy to bridge the gap between communicative tools currently used by most students outside of the classroom and English academic writing within the university context. In addition, the author demonstrates how web-based technologies like Animoto can encourage students to re-examine their own life experiences through the process of creating reflective and communicative written self-narratives. To be published in TESOL Arabia’s Proceedings of the 2011 TESOL Arabia Conference

http://tesolarabia.org/publications/

http://www.ijhssnet.com/journals/Vol_1_No_18_Special_Issue/22.pdf


Comparative Study: Investigating the Factors Behind Students’ Performance in the ACCUPLACER Elementary Algebra Standardized Test Maha Nabhan Abstract: The ACCUPLACER Elementary Algebra Standardized test is a widely-used test in the United States to determine students’ ability in major Elementary Algebra topics. In this study, over 500 Qatar University Foundation students sat for this test shortly after finishing a course that covered certain topics in Elementary and Intermediate Algebra. Students’ ACCUPLACER scores were then compared to several factors such as students’ letter grades and attendance in the math course, students' gender and expected major of study, section delivery time (morning or afternoon) and section teacher. Observational measures revealed a high positive correlation between students’ achievement in the test and their achievement in the course. It also indicated that attendance rate and the major of study had a strong impact on students’ performance in both the test and the math class. The gender factor, on the other hand, seemed to play a role in class performance but was not a factor in students’ performance in the test. In addition, it was indicated that male students outperformed female students who had the same letter grade in the course in the test. The class teacher and delivery time were, generally, not factors that played a role in students’ achievement in the test, but data indicated that teaching methodology had an impact on students mathematical knowledge. To be published in EDULEARN12 Proceedings ISBN: 978-84-695-3491-5 Investigating the Use of Some Tools of Instructional Technology in Teaching Mathematics: A case Study Mahmoud Syam and Ahmed Taleb Abstract: In recent years, Qatar University has put increasing pressure on faculty to use electronic technology in teaching. College administrators believe that using technology will somehow make instructors more productive and the students more motivated. The instructors have a right to ask if their investment in time and effort in learning how to use the technology will produce significant benefits for their students; and they have the right to ask which is better in teaching, using traditional methods or using new technology? In this paper, we asked students in the Foundation Program at Qatar University their opinion by posting twenty-three questions on Survey Monkey. The questionnaire helped to determine the advantages and disadvantages of using instructional technology in teaching mathematics. An analysis of the results are presented including figures, hypotheses, conclusions and recommendations. Published in the proceedings of the 4

th International Conference on Mathematical Sciences, ICM2012, pp. 11-14

March 2012, UAE The Effect of Cooperative Learning on Students’ Performance in Computer Course Using Blackboard Hamid Azani Abstract: Cooperative Learning is one of the most successful strategies used to improve class performance. This procedure involves groups of students working together to complete a given task. The presented strategy helps weaker students increase their understanding of a topic and then improve their grades in the exam. The purpose of this study is to explore the use of face-to-face and e-learning (Blackboard) environments to communicate and collaborate with each other. Clear instructions were providing to all students. While working with this strategy, students realized that each person’s work benefits not only that individual but members of the same group as well. Published in the Proceedings of the Education and Information Systems, Technologies and. Applications (EISTA) 2011


Compare Contrast (CC): A Technique of Teaching Thinking Skills to Math Students Sahbi Ayari, F. David Minbashian and Mohamed Ali Ayari Abstract: Critical thinking is a key component in teaching since it focuses on a desired outcome and helps transfer knowledge from one classroom environment to another particularly in students who have just graduated from high school. This paper provides a concise description for each illustrated example given to math Art and Science students based on the Compare & Contrast strategy which is considered a practical and easy-to-use introduction to higher-order thinking. Finally, the paper illustrates technology dependent examples which are embedded in the learning process throughout the curriculum. Published in the proceedings of the 5

th Conference on E-Learning Excellence in the Middle East, pp. 349-356.

Additional Academic Publications

The following chart lists additional faculty publications:

Faculty Publications

Faculty Name Paper Title Journal/Proceedings

Dr. Khalid Al-Ali (co-author)

Population Genetic Structure of the People of Qatar

Am. J. Human Genetic.

Fethi Ferjani (main author)

Rectangular Text Labeling using Fringe Relations

International Conference on Relational and Algebraic Methods in Computer Science

Hamid Azani The Effect of Cooperative Learning on Student's Performance in Computer Course Using Blackboard

World Multi-Conference on Systemic, Cybernetics and Informatics

Ko Ko Aye Developing Algorithm and Software Application to Determine Weibull Parameters

International Conference on Machine Learning and Computing

Noran Adel Emara Tri-Relationship Approach to Help Student at Risk Using E-Learning Tools

International Journal of Arts & Science Conference

Sammani Abdullahi VE Algorithm for Dual LI(2) Systems via an Example

Istanbul Design Theory , Graph Theory and Combinatorics Conference

Hamid Azani The Effect of Cooperative Learning on Students Performance in Computer Course using BlackBoard

International Conference on Education and Information Systems, Technologies and Applications

Ajmal Chaumun Performance in Computer Course Using Blackboard

The International Conference on Learning

Mahmoud Syam, (Main Author)

Comparison Between Different Stratified Sampling Methods to Estimate the Population Mean

Challenges in Statistics and Operations Research

Aw Swee Liang & Sarah Aw Swee Hwa

Online Seminar/Workshop Registration System Using Web Contents Management System

International Conference on Machine Learning and Computing

Ali Ahmed Hussain ElGaali (co-author)

Classroom Management Impact on ESL Learners’ Motivation

TESOL Arabia Conference

James Scotland Take Note: Helping Students with Note-Taking Skills.

Modern English Teacher

James Scotland No Regrets: Help with Teaching the Counterfactual. Humanizing Language Teaching

Modern English Teacher

Jane Hoelker We Learn in Community: A Methodology of Partnership

American University of Cairo Journal

Jane Hoelker (co-author)

Reshaping Curriculum for the 21st Century TESOL International English as a Foreign Language Interest Section Newsletter

Jane Hoelker Changing the World One Word at a Time TESOL Arabia Perspectives John Wallen Burton and Orientalism (book) Lambert Academic Publishing


Research Pursuits

By James FitzGibbon Dr. Khalid Al-Ali The Association between Close Homologue of L1 (CHL1) Gene and Schizophrenia in Qatari Population. UREP 06-077-3-019 Olga Campbell-Thomson, Dissertation PhD, Education, University of Manchester UK Foucault, Technologies of the Self and National Identity: Application of Foucault’s Theorizing on the Constitution of the Subject in Educational Research’ Sociocultural Theory in Education, Education Reform, Education Policy Carmen Joy Denekamp, Dissertation EdD, Enhancing autonomous writing proficiency online for foreign language learners, Massey University, New Zealand Research into an online Self Access Center (SAC) with advisor support aims for increased individual autonomy and writing proficiency. James FitzGibbon, Dissertation MA Applied Educational Leadership and Management, Institute of Education, University of London An Exploration into Alternate Management Styles Dr. Arslan Ayari & Aw Swee Liang Supercomputer Prototype: Implementation of high performance computing using Commodity PC. Student Grant by Qatar University Fethi Ferjani Financial Watch project: Develop a text mining platform, composed of a set of tools, to collect, analyze and extract relevant concepts and events from the Arabic, English and French news gathered from RSS feed. QNRF-NPRP 08-583-1-101

English Department Research Reading Group

By Patrick Murphy

In Spring 2011 a small group of Foundation English faculty formed a ‘Research Reading Group’. Busy teachers can

find it difficult to keep up with recent research, but using research to inform practice constitutes a key component of

teachers’ professional development. Furthermore, many faculty would like to conduct their own research to fill gaps

in the corpus of knowledge about education in the region. Reviewing the available literature with colleagues can

provide the first step in the process.

The RRG provided a forum for teachers to share and discuss research articles relevant to our teaching environment.

Topics and articles were proposed by members of the group and included autonomy, beliefs about SLA, group work,

teacher identity, CALLA, and cultural & situational influences.


STUDENT SERVICES

By Allyson Young

The main objective of Foundation English Student Services is to create opportunities for our students to increase their

level of English in learning situations outside the classroom. We do this by providing regular activities, workshops,

tutorials and events in which students can practice their English. Another important part of our mandate is to provide

students with information at the beginning of the semester about the Foundation Program and Qatar University.

Orientation

In the first week of each semester

Foundation English runs an

orientation program. This

semester’s student Orientation

Information Fair was on a bigger

scale than that of last year. The fair

included information stalls; a

multimedia corner where

presenters showed slide shows

and short films; and a Scrabble

game word competition area.

Booth participants included

representatives from the most

University colleges and societies

The Foundation English Learning Centers

For several years we have run a Learning

Center in the Men’s Foundation Building,

Room 107, for male students. Jane Tate,

who was in charge of the Men’s Student

Learning Center, encouraged students to

borrow books from our reader library and to

take part in various activities.

While we ran tutorials and activities for our

female students over several years, we

didn’t have our own especially designated

Foundation room. However, recently

Foundation Student Services was assigned

a room in the Women’s Foundation Building.

This has proved very successful and there

has been steady attendance for all our

activities.

Students visiting booths during Orientation in Ibn Khaldoon

Students attending session in the English Language Center


IELTS Support Services

The Student Services IELTS tutorials and practice exams have always been very popular. Khalid Noaman, Zain Al

Moumen, Indrit Bulku, Bani Sharma, and Suruchi Dheeraj were in charge of running the practice exam sessions.

There were a total of twelve IELTS practice exams.

Daily IELTS tutorials were offered on the male campus and on the female campus. IELTS tutorials were run on the

skills of Writing, Reading, Speaking and Listening, as well as ‘Grammar for IELTS’. Our tutors were Jessica Davis,

Bani Sharma, Charlotte Arrowsmith, Erica Da Silva, Farzana Lone, Glenn Stevens, Heshmi Hamadi, Indrit Bulki,

Michael Mckenzie, Peter MacFarquhar, Ra’ed Shaker, Abdul Al Mouniem Mohamed, Gigi Cocoli, Fatma Abu Jalala,

Mohammed Al Jabouri, and Muhammed Syed. Students were also encouraged to do independent study in our labs.

Rameesh Khatwani and Mohamed Afinas supervised these sessions.

Peer Tutor Program

A large number of Foundation students were keen to attend the IELTS tutorials. Consequently to increase tutor

numbers, our tutor body included not only Foundation faculty, but also peer tutors. Peer tutors are undergraduates

who assist our Foundation students. Our peer tutors were Arsalan Amjad, Emad Khalid, Syed Zafer, Tasnim

Abdalhamadi, Saneya Qadir, Hira Khalil, Maimoona Rahran, Dana Al Sada and Aisha Mohammed. The peer tutor

program was supervised by Jane Tate, David Bartsch, and Ahmad Hazratzad.

Peer Tutors

Weekly Foundation English Activities

In addition to IELTS tutorials, Foundation English Student Services ran several other weekly activities.

The Photography Society, run by Ahmad Hazratzad, continued to be very popular with our students. The sessions

culminated in a photography competition and exhibition. The students went to the Pearl, Katara cultural village, Souq

Wagif, Aspire Park and the Blue Salon Department Store (where our students were invited by the store management

to do a photo shoot of their products and staff). The 2nd

Foundation Student Photography Competition was held in

May 2011. Fifty student photographs were exhibited at QU and the Blue Salon Department store. Blue Salon

sponsored the prizes and provided the refreshments. This was a great opportunity for students to bring friends and

family to see the photos.


Besides the photography field trips, we had other trips. These trips had the purpose of improving the students’

English. Students went to the Sheikh Faisal Al Thani Museum, the Mathaf Museum of Modern Art, Al Jazeera TV

studio, and Al Jazeera film festival. These trips were arranged by Erica da Silva, Amer Yacoub, Bani Sharma, Hardie

Cooper, Glenn Stevens and Roger Barlow.

Many students also attended the weekly Success Skills workshops run by INJAZ Qatar. Workshops were run on

topics such as how to write a CV, how to be successful in a job interview, and how to work well in a team. For insight

into the workings of business, students spent one afternoon at the QFCRA, the Qatar Financial Center Regulatory

Authority. Foundation teacher Jessica Davis was our liaison for Foundation and INJAZ.

Another weekly activity was the calligraphy workshops run by Heshmi Hamadi. Some students proved to be very

talented in this area.

Enthusiastic students attended the weekly Qatar

Debate workshops. Farzana Lone was our liaison

with Qatar Debate, who sent a tutor every week.

Students learned debating skills and how to

participate in British Parliamentary-style debates.

Students also had the opportunity to attend inter-

college debates and debate workshops run at

Education City.

For the last five years groups of Foundation

students have attended the monthly Doha Debates.

These debates were held at Education City. Glenn

Stevens attended the debates with our students.

These debates are viewed by millions of people

worldwide on the BBC. In the last two semesters

the debates ranged from topics related to the Arab

Spring to issues that have an impact on Arab

women.

Other regular activities include Scrabble, held once

a week. Many students discovered that Scrabble is

a fun way to improve spelling and build vocabulary.

Our great Scrabble enthusiast, Michael McKenzie,

taught the students the game and was our Scrabble

organizer.

Farzana Lone with student at the Debate Workshops

Michael McKenzie with Students at the Scrabble Table


Students also greatly enjoyed the weekly workshops run at Qatar University by the Doha Film Institute. Three short

films were made and one of the films called ‘Pencils’, written and directed by our Level 3 Foundation student, Naqaa

Al Azzawi, was shown at the Qatar Tribeca Film Festival. Our Foundation student film crew attended the screening at

Katara. Allyson Young was the liaison for the Doha Film Institute.

The photo competition prize-giving evening at the Blue Salon

Additional Student Services Activities

By Allyson Young and Patrick Murphy

Matthew Vetrini has worked closely with the QU Japanese Club for the past three years. Recently he organized 4

workshops for our students on Japanese culture. The Origami-making workshop was attended by two diplomats from

the Japanese Embassy. Other workshops taught students about chopsticks, the Japanese tea ceremony and

traditional games for which the Japanese Embassy lent a variety of wooden games. Many students attended and

they greatly enjoyed the events.

Matthew Vetrini with students at the Japanese Culture Event


Foundation faculty Patrick Murphy, Farzana Lone, and Ahmad Hazratzad are trained adjudicators for Qatar Debate.

The 1st Qatar Universities Debate League (QUDL) Tournament of 2011-2012 was held on October 15

th, 2011 at the

College of the North Atlantic-Qatar where Foundation Debate Group students as well as QU Debate Club members

competed against other university students from Qatar. Six QUDL tournaments were held in 2011-2012. The QU

Debate Club also participated in the 21st ICU Debate Tournament in Tokyo, Japan. One of the debaters, Ahmed

Ishaq, is a Foundation Program alumni and is currently completing his degree in Business. Noora Abdulrahman Al-

Shuaibi, a Foundation Math student, served as one of the QU Debate Club officers during 2011-2012. She and her

fellow officers transformed the QU Debate Club into a truly student led organization.

Patrick Murphy and Farzana Lone with Hayder Al-Mazraqchi, QU Debate Club president, Salma Mukhtar, Buthaina Al-Hammadi, and Ghaneema Abu Faisal

Patrick Murphy with QU Debate Club members Hayder Ahmed Almazraqchi, Almas Imtiyaz Ahmed Lokhandwala, Saad Abdelati Elasad, Ahmed Abdulwahab Ishaq, Omaima Dammak and Sarosh Sohail

AIESEC youth organization gave our students two workshops on assertiveness and how to give a presentation.

These workshops were run by AIESEC representatives from a variety of countries including Spain, Bahrain, Holland,

and Sweden. It was a great opportunity for our students to meet young people from other cultures.


Teaching EFL to Blind and Visually Impaired Students

By Michael McKenzie

Teaching English as a Second/Foreign Language to blind and visually impaired students is a challenging task.

Teachers must keep in mind that these students are often unable to keep up with the pace of their sighted peers. As

a result, teachers need to alter the balance of audio, visual, and kinesthetic learning modalities employed in their

lessons to better meet student needs. While the use of drawings and pictures can be helpful, this technique can

discourage blind students when it is overused. Educators must re-imagine their teaching methods by incorporating

higher amounts of kinesthetic and audio learning modalities without compromising the learning potential of any

individual (sighted) student.

Activities like ‘Mystery Bag’ and ‘Bag of Shapes’ are examples of how a teacher can achieve this ideal balance of

modalities. ‘Mystery Bag’ involves passing around a large bag of well-known but random objects. Wearing a

blindfold and relying on touch only, students ask his/her classmates Yes/No questions in an effort to identify the

mystery object. This activity can always be easily modified to focus on other specific grammar points. In ‘The Bag of

Shapes’ activity, students use basic geometric shapes to practice prepositions of place. After introducing the names

of the geometric shapes to students, the instructor says simple sentences using prepositions of place. For example,

the instructor may say, ‘The circle is under the square,’ then students locate the two named shapes and place them in

the position commanded. This activity allows the teacher to identify which students might need some extra practice

with prepositions of place. Both activities have proven successful in the classroom at Qatar University by lowering

the affective filter of all students.


EVENTS

Trip to Al-Dosari and Al Maha Farms

By Stephanie Pinnacle On Saturday January 21, 2012, faculty members and their families went to Al Dosari and Al Maha farms. The trip was organized by the Foundation faculty and staff, Reem Khalid, Mariam Al-Ahmad and Samah Mbroak. The group toured the Al-Dosari Farm museum and zoo. There were a variety of animals including emus, monkeys, goats, deer, parrots and camels. The children, and adults, participated in games and horse and donkey rides. The day ended with a buffet lunch at Al Maha Oryx Farm.

Family fun at Al-Dosari farm

Faculty Visit from Herat

University, Afghanistan

By Stephanie Pinnacle

On Thursday, September 29th

,

2011 five faculty including Amy

Crompton, English Language

Fellow, visited the Foundation

Program to learn more about

course design and classroom

techniques in the English

Department. Muzhgan Azizy,

Tawfigh Sarwarzada, Ziaddin

Khamoosh and Mir Abdullah Miri

visited classes and met Level

Supervisors and Coordinators who

provided a program overview, tour

of the facilities and a review of

teaching materials. Sample

textbooks were also donated to the

Department of English Language

and Literature at Herat University.

Herat University Faculty Guests with Patrick Murphy, Level 2 Supervisor, and

Theresa Mattingly, Level 4 Supervisor


Arabic Classes

By Allyson Young

In the spring semester, 2011, a ten-

week Arabic language course was run

for Foundation faculty and staff. The

course was taught by Dr. Mohammed

Fawzi and administered by Allyson

Young. The weekly course emphasized

the four skills of listening, speaking,

reading and writing. Dr. Fawzi used a

communicative approach and gave

homework. The participants worked

hard and made good progress. They

were very grateful to Dr. Fawzi for his

great contribution.

Farewell to Ramesh Rupchand

By Stephanie Pinnacle

Ramesh Rupchand, our long-standing

Laboratory Specialist, retired in

January 2012 after thirty-six years of

service with Qatar University. A

luncheon was held on his behalf to

show our respect and gratitude for the

assistance and support he has given

us over the years. Ramesh was

presented with a farewell gift by Dr.

Khalid Al-Ali, Foundation Program

Director, and Robert Kennedy, Head of

English Department. Commenting on

the event Ramesh wrote ‘The feeling is

simply indescribable in words. You

made me feel like a star. I’m truly

touched’. Ramesh will certainly be

missed.

The Foundation Program would like to express sincere gratitude to Abdul Moniem Hussein, English Lecturer and

Editor of the Foundation Newsletter, for providing Qatar University and Foundation faculty with news, stories and

entertainment in the previous twelve issues of the Foundation Newsletter. We appreciate the time and effort he has

given in creating a biannual Newsletter for the Foundation Program over the past seven years. Abdul Moniem will be

retiring from the program this year. We wish him all the best in his future endeavors.

Ramesh Rupchand with Dr. Khalid Al-Ali and Foundation Faculty

Participants in the Arabic class received certificates of attendance

foundation program newsletter issue 13 spring & …...by dinos demetriades, curriculum...

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