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«Site: Intensive English Program American University of Kuwait Type: Programmatic Dates of Visit: February 21-24, 2009 Site Reviewers: Sarah ...»

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curriculum to ensure that leaning outcomes are being met:

5. Limitations of Authority

The committee is charged to do the following:

• evaluate all aspects of IEP curriculum

• comment on IEP curriculum

• recommend specific changes to IEP curriculum

• plan for development and revisions of IEP curriculum.

6. Membership The membership of the Committee includes representatives of the faculty and staff, and is appointed as

follows:

Director of Intensive English Program (ex officio) – Margaret Combs Committee Chair Reading and Writing Coordinator - Michael McMurray Listening and Speaking Coordinator – Rebecca Loomis 4 IEP faculty representatives selected by the faculty –,and One representative from the Undergraduate English Department selected by that unit Appointment is by, and for a term of, the fiscal/academic year.

7. Meetings Meetings of the Committee are once at the end of each semester; however, more meetings can be called by the Chair and the wish of the Committee membership.

The Chair is responsible for maintaining a record of Committee meetings.

8. Reporting The Chair is responsible for following–up on Committee meetings with the Director of IEP.

–  –  –

Position Title: Coordinator (Faculty/administrative Appointment) Classification: Intensive English Program - Fulltime Salary Grade: [To be added by Human Resources] Reports To: Director of Intensive English Program Primary Relationships: Dean of Academic Affairs, Dean of Arts and Science, Dean of Student Affairs, Directors, Students, Parents

Objective:

Under the direction of the Director, Intensive English Program (IEP), this position will continually enhance the student experience by assisting in all phases of academic or instructor management within the IEP in accordance with American University of Kuwait (AUK) curriculum, with assistance from the Director; for maintaining student class records: for fulfilling administrative duties such as with IEP orientation, assessment and registration as required and/or requested by the Director. Additionally, this person will coordinate all regular staff training sessions for IEP and supervise faculty in the delivery of the curriculum.

Responsibilities:

• Organize and maintain a sequential program within the department that is consistent with educational philosophy of the Intensive English program.

• Direct the development and improvement of the curriculum.

• Recommend and assist in the development of appropriate in-service training.

• Develop activities and strategies for improvement of instruction and student performance.

• Model, demonstrate, and coach faculty in the instructional process.

• Assist faculty in securing materials to support instruction.

• In conjunction with faculty and administration, insure that the continuous updating/adjusting to curriculum guides as well as the initiative to develop, write/rewrite curriculum.

• Coordinate the development of assessment instruments and guidelines for appraising student achievement.

• Disseminate latest research and writing that pertains to second language acquisition and to advise all appropriate parties of the emergence of standards.

• Design and assist with recruiting, training, scheduling, and observing instructors in an effort to continually improve instructor quality.

• Supervise the professional development of the instructors.

• Supervise instructors in the delivery of the approved curriculum.

• Supervise substitute-teaching assignments.

• Generate semester reports on the changes, creations, or development of curriculum for the program and achievement of learning outcomes.

Position Requirements and/or Skills Required:

• Strong academic preparation: MA/MS and/or TESL

• Fields: bilingual education linguistics, applied linguistics, foreign language, English, English literature, Education, Speech, TESL

• Excellent organizational skills with the ability to handle numerous details Review Team Report Responses 2009 Page 22

• Strong interpersonal, communication and presentation skills

• High energy level and diligent work ethic

• Passion for customer service

• Ability to thrive in a fast paced environment

Skills:

• Good computer skills for course preparation and execution, i.e. MS Word, Excel, PowerPoint, Internet, e-mail, CALL, WebCT, Syllabase, etc.

• Demonstratively strong classroom management, organizational and planning skills

• Native speaker fluency: good command of written and spoken English required

• Excellent interpersonal and communication skills, ability to work collaboratively in creative situations, Professional involvement (TESOL, affiliate TESOL, NAFSA, etc.) preferred

• Experience teaching English-as-a-foreign-language overseas preferred

• Good organizer, positive team member, and an ability to interact in cross-cultural relationships required





Abilities:

• Deliver clear, concise directions and explanations required

• Work flexible hours.

• Work collaboratively in creative situations

• Be culturally sensitive, and interact in cross-cultural environments

• Derive personal satisfaction from and enthusiasm for teaching international students

• Empathy for the problems associated with the learning of English as a second language

Working Conditions:

The work environment is representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job the employee is frequently required to sit, use hands to finger, handle, or feel and talk or hear. The employee is occasionally required to lift up to 10 pounds. The vision requirement includes close vision.

–  –  –

Position Title: IEP Senior Instructor Classification: Intensive English Program - Fulltime Salary Grade: Senior Instructor Reports To: Director of Intensive English Program Primary Relationships: Dean of Academic Affairs, Dean of Arts and Science, Dean of Student Affairs, Directors, Students, Parents

Objective:

Under the direction of the Director, Intensive English Program (IEP), this position is responsible for planning, teaching and evaluating assigned day and evening instruction to students enrolled in non-credit IEP courses in accordance with American University of Kuwait (AUK) curriculum, with assistance from the Director; for maintaining student class records: for fulfilling administrative duties such as with IEP orientation, assessment and registration as required and/or requested by the Director; and for participating in professional development activities such as workshops and meetings.

Essential Duties & Responsibilities:

• Teach up to 20 hours per week, Sunday through Thursday, in an intensive English program. Courses may include various levels of grammar, reading, writing, listening, speaking and/or pronunciation.

• Responsible for lesson preparation and curriculum and materials development associated with the overall program and course(s) taught.

• Submit class syllabus for each course taught and evaluate course textbook(s).

• Monitor and report student progress including, but not limited to accurate and timely grading and attendance record keeping.

• Attend staff meetings, placement testing, student orientation, staff development and in-service training and extracurricular activities as assigned.

• Keep office hours as necessary.

• Adhere to and support the goals and mission of the program and be highly motivated and enthusiastic to teach non-native English language learners.

• Refer non-academic problems to the appropriate person(s).

• Willing to observe for purposes of professional development and to be observed in all facets of the program.

• Provide Instructors with assistance.

• Participate in activities during the Senior Instructor’s scheduled class hours and, when requested, to disseminate information about after-class activities.

• Participate in the employee evaluation process (classroom observations and follow-up discussions and the performance appraisal process).

Knowledge, Skills and Abilities:

Knowledge:

• Strong academic preparation: MA/MS and/or TESL Review Team Report Responses 2009 Page 24

• Fields: bilingual education linguistics, applied linguistics, foreign language, English, English literature, Education, Speech, TESL

• Five years minimum teaching experience in a US-based, college or university-level, intensive ESL for academic purposes program

• Strong, comprehensive knowledge of grammar, writing, reading, listening, speaking, pronunciation and conversation skills, strategies and methods including demonstrated excellence in teaching and ability to apply the use of instructional technology in the classroom required

Skills:

• Good computer skills for course preparation and execution, i.e. MS Word, Excel, PowerPoint, Internet, e-mail, CALL, WebCT, Syllabase, etc.

• Demonstratively strong classroom management, organizational and planning skills

• Native speaker fluency: good command of written and spoken English required

• Excellent interpersonal and communication skills, ability to work collaboratively in creative situations, Professional involvement (TESOL, affiliate TESOL, NAFSA, etc.) preferred

• Experience teaching English-as-a-foreign-language overseas preferred

• Good organizer, positive team member, and an ability to interact in cross-cultural relationships required

Abilities:

• Deliver clear, concise directions and explanations required

• Work flexible hours.

• Work collaboratively in creative situations

• Be culturally sensitive, and interact in cross-cultural environments

• Derive personal satisfaction from and enthusiasm for teaching international students

• Empathy for the problems associated with the learning of English as a second language

Working Conditions:

The work environment is representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job the employee is frequently required to sit, use hands to finger, handle, or feel and talk or hear. The employee is occasionally required to lift up to 10 pounds. The vision requirement includes close vision.

–  –  –

Effective Date: dd month 2007 Policy ID: ACA_0xx Purpose Application AUK regular faculty and academic administrators Policy New academic programs must be examined academically and administratively following a written procedure, before being submitted for external review. The developers will receive a written charge and will use the University template. Program applications will go to accreditors only after the final approval by the President.

Procedure

1. Conceptual proposals for programs are submitted to the Dean of Arts & Sciences through Division Heads.

2. Following approval in principle by the Dean, one or more individuals charged by the Dean will draft the academic content of the proposal (items 1, 2, 3, 5, 6, and Appendix of the attached University template).

3. Their completed academic proposal is submitted to the Curriculum Committee for review.

4. Academic proposals approved by the Curriculum Committee are scrutinized by the President’s Cabinet for conformity to the mission and strategic goals of the University.

5. The President’s Cabinet refers internally approved proposals for final work by the Senior Assistant to the President (academic content), the Director of Marketing (feasibility study, responsiveness to PUC review), and Executive Director of Finance and Administration (financial projections and documentation).

6. When the proposal is considered to be in final form, it is sent by the Senior Assistant to the President for review by the Dean.

7. The Dean determines when the proposal is ready to go to the External Reviewers.

8. After the feedback of the External Reviewers is incorporated, whether by the Senior Assistant to the President, Director of Marketing, or by the original faculty drafters, the proposal is proofed by the Senior Assistant to the President or other President’s designee, approved by the Dean and President (or their designees), and submitted to accreditors.

Timeline

–  –  –

Purpose To enhance the quality of academic programs and ensure the ongoing support necessary for continuation, modification, and development of programs and to provide information for curricular and budgetary planning decisions at each administrative level.

Application AUK programs.

Definitions “Academic Program”, as defined in this policy, is a structured grouping of coursework designed to meet an educational objective leading to a baccalaureate degree and/or minor or certificate.



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