Nurturing Minds for Knowledge

This program aims to graduate professionals who promote psychological health, educational expertise and a strong commitment to community service. A degree in Educational Psychology and Counseling provides the tools to become reflective learners and skilled communicators who contribute to positive learning environments while demonstrating an appreciation for multiculturalism in the educational sector. Throughout the four-year program, practical components, such as internships, encourage and support students’ professional growth and development in a global environment.

  • Acquisition of knowledge, skills and attributes that are necessary for those who intend to build their career in educational psychology and counseling.
  • Articulate and apply current best practices in the counseling of learners and in serving as an institutional focal point for educational psychology and counseling expertise.
  • Development of skills for creating, and assisting learners in creating, learning environments that support diversified learning styles, multiculturalism, and that are free from prejudice.

ADMISSION REQUIREMENTS

  • Attested high school (grade 12) certificate or its equivalent with minimum average of 60% | for scientific and literary streams. Other streams will require a minimum score average of 70% equivalency and a letter will be required for certificate earned outside UAE.
  • English Proficiency
    PBT 500 | iBT 61 | IELTS ACA. 5.0 | PEARSON 44 | IESOL B1/B2 | CAMBRIDGE 154
  • Letter of Interest & Interview

ACCREDITATION

The American University in the Emirates is accredited by the UAE Ministry of Education | caa.ae

FEE STRUCTURE - 2016/17

  • Tuition (One Semester)

    Approx. 25,500 AED
    One academic year is two semesters
  • Admission (One Time)

    3,000 AED

For more information about detailed fees and tution Find here

GENERAL EDUCATION COURSES

10 COURSES | 30 CREDIT HOURS

This course presents the use of computers in everyday life. The students will learn to organize electronic filing systems as well as to communicate ideas effectively using a variety of software tools. The course discusses some of the ethical and moral issues raised by the use of Internet and email. Towards the end of the course, the students in groups will work to select a topic, search for the information, analyze and organize it incorporating a software tool they learned and present it publicly.

This course designed to help students to do well at their studies at university through the development of effective study skills and strategies. Studying at university is very different from previous study students may have done, and therefore the course aims to apply new studying and learning strategies, and identify, develop, and enhance the study and learning skills of students. These skills include time management, taking notes, planning assignments, exam preparation and revision, preparing a presentation, memory techniques, and methods for using course materials including syllabi and textbooks, critical and creative thinking, problem solving, etc. Students will have the opportunity to develop a focused project specific to their interests and study needs.

This course provides students with advanced English-language skills to pursue successfully their Undergraduate Catalog 2016 / 2017 36 studies in various academic specializations. It helps students to develop, improve, and upgrade their listening, speaking, reading, writing, and structure skills. This course also acquaints students with technical writing, research papers, and essays. The prerequisite of this course is passing successfully the Toefl or it’s equivalent.

This course will begin with a review of selected arithmetic topics: fractions, decimals, and percentages, followed by a brief review of signed number operations. The course will cover topics of Basic Algebra such as variable expressions, linear equations, inequalities and applications, and graphing points and lines.

Courses in the Natural Sciences introduce students to the basic concepts of Sciences and the scientific method and enhance awareness of scientific developments and their impact on society and the environment. This area provides students with an understanding of scientific terms, concepts and theories, and the ability to formulate empirically testable hypotheses derived from the study of physical processes and living things.

This course will offer students the knowledge to enable them understand the Islamic culture. The course offers a review of the history of Islam and how it is currently the fastest growing religion in the world.

This course is designed to assist Arabic Speaking students to use language skills correctly with the focus on how to write research papers and business letters. In order to achieve this goal different and integrated types of skills are implemented to assist in the development of the students comprehension of what he/she listens to or reads in addition to writing papers, reporting, writing recommendations, seminars and symposiums. The course also provides the basic skills of good and coherent writing such as, spelling, digitals, correct paragraph structure and writing essays.

This course introduces students to the broad, complex and influential field of the social sciences. The course tends to focus on the disciplines of anthropology, sociology, psychology, political science, economics, and sometimes history and geography. This course will also enable students to sharpen their critical analysis skills as they evaluate changes in important social issues and institutions.

An introduction to the fundamental principles and practices of psychology, including theories and methods, biological factors influencing behavior, learning, memory, thinking, intelligence, language, human development and personality

This course is designed to introduce, first, the concepts, measurements, and theories of broad-based sustainable development as well as the relationships between economic development, human development, and environment. Students will also be familiar with several theories of development. Then, the characteristics and the quality of life in GCC will be investigated and compared to those in other countries. The focus would be on the causes, problems and challenges associated with the development of GCC countries such as population structure and localization policies, the feasibility of GCC States integration, the impact of oil and non-oil production on development. The students will work on a project in groups by gathering information from public libraries and by interviewing public officials. The students will be given the latitude of choosing a topic to write about. The prerequisite is ASC 110.

Liberal

8 COURSES | 24 CREDIT HOURS

This course introduces the student to the development of the human race. It also relates human development to economics, society and health

This course provides an overview of World / General History. The course will conclude with discussions about perspectives on World History

This course examines the communication process involved when individuals from different social classes attempt to interact. The instructor will address possible sources of misunderstandings in cross social communication. The impact of religion, politics, races and education in society will be looked at. ASC 203 World-History (3CH): This course provides an overview of World / General History. The course will conclude with discussions about perspectives on World History

This course is designed to introduce students to basic microeconomics concepts relating to individual decision-making. The course exposes students to the meaning, nature, and methods of economy study. The concepts of supply, demand, and elasticity are used to analyze consumers and firms behaviors in different types of markets: consumer behavior, firm production costs, pure competition, monopoly, oligopoly, etc. The course discusses, also, scarcity, choice and economic decision-making used by the consumers and firms.

This course will introduce the students to the key concepts of philosophy and its principle tools. The course will discuss the schools of philosophical thought, and will apply philosophical analysis to the topics of knowledge, religion, mind, freedom, responsibility, and ethics.

This course will provide the students with a comprehensive overview of geography. Emphasis is on concepts that are necessary to understand global, regional and local issues. This course also includes topics on both human and physical geography

This course will provide the students with a comprehensive overview of English literature in the United States. It will familiarize the students primarily with early Anglo-American writers and the different literary movements that took place in the United States. Today American literature includes minority literary works more extensively, but the historical matrix remains Anglo-Saxon if we are to consider the dominant culture as the starting historical point. The prerequisite is ENG 100.

This course is designed to introduce, first, the concepts, measurements, and theories of broad-based sustainable development as well as the relationships between economic development, human development, and environment. Students will also be familiar with several theories of development. Then, the characteristics and the quality of life in GCC will be investigated and compared to those in other countries. The focus would be on the causes, problems and challenges associated with the development of GCC countries such as population structure and localization policies, the feasibility of GCC States integration, the impact of oil and non-oil production on development. The students will work on a project in groups by gathering information from public libraries and by interviewing public officials. The students will be given the latitude of choosing a topic to write about. The prerequisite is MAT 100.

CORE COURSES

14 COURSES | 42CREDIT HOURS

This course aims to expose students to the historical, philosophical and sociological foundations of education. It further seeks to address questions related to the current societal and governmental policies affecting education and teaching profession today and in the future with focus on the United Arab Emirates context.

This course provides an introduction to the field of instructional technology and examples of how technology is used in educational settings. In this course, students will examine a brief history and current perspectives of the field, as well as emerging trends and issues. Students will learn the functions and capacities of technology as potentially useful to support teaching and learning endeavors. Students will also have opportunities to work on group projects and hands-on activities in this course. The prerequisite is CIT 100.

This course provides an introduction of learning, motivational, and developmental theories with a focus on their application to the field of education across a variety of learning environments. Course content includes the concepts of behavior, cognitive and constructivist learning theories to teaching and managing an effective learning environment. Units of study also include the principles of motivation, classroom management, assessment of student performance, and learning and cognition influences on the learning process (behavioral & cognitive learning, humanistic aspects of learning, and perspectives on motivation). Additionally, the powerful role of the educator and curriculum decision-making are examined. Theory, researchbased strategies, and inclusive pedagogy in an educational environment are emphasized. The prerequisites are EDU 110 & EDU 121.

The course will begin with a review of the historical, philosophical, legal, and ethical underpinnings of the school counseling profession. The current and emerging role of the school counselor will be covered with particular attention to areas of recent emphasis in the field of school counseling, including the balance between remedial and developmental activities, academic, career, social/personal development, and consultation and liaison services within and outside of the school setting. Students will also be introduced to various school counseling functions, such as student advocacy, academic planning, individual and group counseling, and developmental programming. Specifically, students will learn about ways to develop and implement developmental, comprehensive school counseling and guidance programs in schools at all grade levels. An additional purpose of this course is to enhance students’ interpersonal skills through attention to affective concerns, including paired and small-group activities. Students will examine trends, affective concerns of children and adolescents, and legal and ethical considerations within a multicultural context. The prerequisites are ASC 200, EDU 110.

This is an introductory course on the history, philosophy, and major approaches commonly used to systematically evaluate educational and social programs. The course is designed to provide students with curricular experiences and demonstrated knowledge in basic statistics, testing & assessment, and research and program evaluation. This course covers the essential concepts related to research design and methodology that practitioners need to become critical evaluators of research and prepare for conducting research in their practices. Students gain a more complete understanding of the research process. Included in this understanding are models of program evaluation and the use of research findings for program modification, while gaining an introductory understanding of measurement issues in research and assessment. Focus is on understanding each component of the research process, qualitative and quantitative designs, program evaluation, measurement issues, and data analysis. The course topics include the basic uses and purposes behind program evaluation, taxonomy of evaluation models (or approaches), descriptions of several important evaluation approaches, and guidelines for planning, conducting, and using evaluations. This course will provide an overview of basic concepts and issues involved in: (1) testing & assessment, (2) applied statistics, and (3) research within the perspective and context of the role of education and human service professionals. The prerequisites are EDU 102, EDU 201.

This is a 3 credit hour course designed to develop skills in the fundamentals of measurement and evaluation. This course is designed to facilitate students acquiring the fundamental concepts, principles, theories, and techniques of educational measurement and classroom assessment. The underlying premise for the value of such knowledge for educators is that it is necessary for sound educational decision-making. Thus, students will develop a broad understanding of the planning and development of informal classroom assessment, evaluation of standardized tests, test planning and construction, scoring and grading examinations, test analysis, and use of valid and reliable statistical methods.

This course aims to provide a deep understanding of the physical, cognitive, social development of children from infancy to preschool years including growth, motor and senses development, Piaget’s approach to cognitive development, the roots and the development of language and learning, intellectual development, sociability and forming relationships and developing a sense of self. Theory, research, curriculum and policy will guide the discussions of the practical elements of the course on how to apply educational knowledge in practice for the development of young children, and for the benefit of the children, families and the communities. Some of the key issues to be explored are: the importance of play in children’s early learning, emerging literacy and mathematics, creative studies, care and education. The prerequisite is EDU 210.

Since school administrators must engage in many decisionmaking processes in the educational context, this course is designed to prepare students to make data-driven decisions based on reflection of context, theory, research, inquiry, and culturally competent practice. Schools are complex organizations and school administrators are charged with the responsibility of bringing together a diverse array of human resources and creating a cohesive effective group. This course aims to introduce students to the administration of education in general, and the United Arab Emirates (UAE) educational systems, in particular. This course will introduce the prospective school administrator to theories of organizational behavior and practices of managing and leading people within the context of the school organization. Students will better understand the dynamics of schools and school personnel, as well as the organizational culture that guides and defines public education. The relationship of UAE local, state, and federal agencies in the development of educational policy and educational delivery is emphasized.

Developmental Psychology is the study of why and how humans change over the course of our lifespan, from conception to death. This course is designed to explore topics such as biological, cognitive, emotional, and social development, by conceptualizing the individual as a whole, with special attention to various cultural contexts of development and the rich diversity of the human experience across the lifespan. Specific topics will include: behavioral genetics, temperament, parent-child relations, sibling relations, peer relations, the self, intelligence, emotional development, and problems of social development (antisocial behavior, depression). In addition, several theoretical controversies will be discussed, including that of nature versus nurture. Students will have the opportunity to integrate their personal experiences, knowledge of psychology, and their observations of human development with the content of this course. In addition, students will investigate common research methodologies employed by developmental psychologists and have an opportunity to apply principles of developmental psychology in educational settings. The prerequisite is ASC 200.

This course aims to identify the social, emotional and psychological needs of pupils with special needs in inclusive classroom contexts. Students would be able to develop knowledge, skills and strategies to help pupils with all sorts of needs to learn better and feel comfortable in the classrooms along with their colleagues. Students may need to participate in seminar activities focused on collaborative means to develop skills required to help pupils with needs to learn better in the university or any other professional contexts. The prerequisite is EDU 110.

This course aims to acquaint students with the definitions, function, goals, and characteristics of curricula and curriculum development through both theoretical implications and practical experiences. This course contains a 2 credit practicum experience as a requirement that aims to enhance the service learning and outreach vision of the program.. The school site practicum will provide opportunities for candidates to implement selected instructional strategies discussed in class. Course topics will include: models and approaches to curriculum development, evaluating curriculum, curriculum planning and curriculum evaluation, development and implementation. As curriculum development is a contextual process meeting the needs of both external stakeholders (government departments/ministries), parents and- ultimatelythe learners, students in the class will be exposed to the UAE and local government strategy for national curricula; the varied curricula present to meet the needs and expectations of expatriate parents and students. There will be a practical experience in a specific single institution in order for student to see first-hand how choices about the construction and deliver of curricula translate into management and teaching practice. The prerequisites are EDU 111, EDU 121.

This course is designed to provide teacher education candidates with an opportunity to study, reflect, question, become knowledgeable about, and develop skills in instructional methods while applying and practicing these methods in a collaborative learning setting. Major topics include: characteristics of effective and intentional teaching; student diversity, social justice and how understanding students influences learning; planning for instruction; creating effective lessons using a variety of approaches & technologies; classroom management; assessment of student learning; and professional development. Over the course of the semester students will look at varied theories of teaching and have an opportunity to observe teachers in practice as a basis for discussing theory. We will examine how a teacher takes the training and theoretical knowledge they receive and makes sound judgments as to how they are to be applied in specific teaching contexts. The prerequisite is EDU 122.

This course aims to provide a general overview of the issues, principles and strategies associated with effective teaching practices in diverse learning environment (multi-culturalism). It explores how race, ethnicity, culture influence students experiences in school and learn multi-cultural strategies in teaching. This course will focus on theoretical and practical issues of diversity in classroom settings, especially related to culture, race, gender, ethnicity, language and socio-economic Undergraduate Catalog 2016 / 2017 108 level. The classrooms settings represented by the demography present in UAE schools will provide the focus for these examinations. The prerequisites is EDU 212.

This course aims to acquaint students with the importance of using audio-visual aids in teaching. It also acquaints them with some teaching patterns, teaching aids production, and evaluation. It also aims to enable students to implement lesson plans with the use of teaching aids. The prerequisites are EDU 120 & 212.

SPECIALIZATION COURSES

7 COURSES | 21 CREDIT HOURS

This course provides the basic foundation of the philosophical and theoretical bases of the helping process. Students will examine several contemporary and classical individual intervention approaches based on behavioral, cognitive, humanistic/ experiential, and psychodynamic frameworks. Student will examine how each approach is used in clinical, school, and marriage, family, and child counseling applications. The prerequisite is EDU 124.

The course aims to transfer of education assessment data into behavioral objectives, instructional planning for implementing such objectives, behavior management, techniques, methods, and materials for instruction, and formative and terminal evaluation techniques for individuals with learning and behavioral problems. The prerequisite is EDU 122

This course provides an introduction to the role of the school psychologist, history and foundations of the profession, domains of practice, and trends within the field of school psychology. This course is taken for a maximum of three credits. The prerequisite is EDU 112.

This course is designed to introduce students to a variety of theoretical concepts, techniques, and their applications in therapeutic settings. This course is designed as an introduction to interviewing and as a foundation for basic counseling skills in substance abuse and related issues. Student participation in role-plays and experiential exercises is an essential component of classroom activities. Course topics emphasize culturally responsive techniques and professional dispositions that demonstrate an appreciation for the multicultural issues related to effective counseling, respect for the client and for individual differences in the counseling process, appreciation for incremental change, and awareness of their personal strengths and limitations as a counselor. The student will explore oneself as a helper and learn facilitating skills to bring about change for clients. Emphasis is on selfunderstanding, verbal and non-verbal communication, and skills essential to effective counseling. The prerequisite is EDP 311.

The purpose of this course is to introduce the field of psychological assessment and testing. Throughout the course, students will explore the history, roles, and issues involved in the field of psychological assessment. In particular, we will cover principles of psychometrics and statistics, the applications of assessment in various contexts, including a review of various types of psychological tests and measures, and finally an examination of the social and ethical issues involved in psychological assessment. We will cover both theoretical principles involved in the field of testing, as well as an examination of commonly used tests. Students will develop a basic understanding of the psychometric properties, theories, and tests involved psychological assessment. It is important to note that completion of this course does not qualify students to competently or ethically interpret psychological tests. Course content is aimed at providing a framework for the development of assessment practices. Attention will be given to issues of measurement, identifying appropriate sources of diagnostic information, reliability, validity, identifying and selecting test instruments, conducting the assessment process in an ethical and considerate manner, interpreting norm references and criterion-referenced test scores. The prerequisites are EDP 311 & EDU 211.

To enhance the counseling skills and conceptualization processes acquired through direct counseling experience, supervision and classroom interaction. The course is designed to prepare counselors for development as independent professional counselors. The evidence provided through the quality of the course requirements, demonstration of maturity, personal insight and professional presentation as appropriate to the counseling profession, will determine the course grade. This practicum is to be taken in the final semester of the third Undergraduate Catalog 2016 / 2017 110 year of the program and should serve as a practical experience following the theory and intervention courses. Students will be engaged in supervised work experiences in counseling center /student affairs / psychologist / testing /training center and other related field, in addition to participating in a bi-weekly 1 hour seminar (group supervision). Prerequisite: 93 Credit hours. The prerequisite is the completion of 93CH.

Bachelor of Education students are required to take a three credit hour course on the Capstone Graduation Project. To be graduated, students are requested not only to passing courses and earning required credits, but also they need to show that they have developed proficiency in core-content knowledge and can demonstrate proficiency in applied learning skills in their chosen specialization (educational administration, educational psychology and counseling and educational technology). It will be a challenging and rigorous journey but the reward for undertaking a meaningful experience are immense and will undoubtedly give AUE graduates a powerful start in career they may choose. In addition, English language and technology proficiency must also be demonstrated. The students have three options for the Capstone Graduation Project: Analytical paper options or Research options (Educational Administration and Educational Psychology and Counseling) and Practical Technological Project (Educational Technology). The Capstone Graduation Project is designed to give students a constructive working understanding of the requirements and expectations needed to graduate from AUE. The prerequisite is EDP 420.

HOW TO CHOOSE FREE ELECTIVE COURSES

3 COURSES | 9 CREDIT HOURS

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This course is designed to provide students with foundational knowledge of the theory and practice of group counseling. The class will focus on how groups function, group dynamics, the process and stages of groups, types of groups, ethical considerations, and techniques used in facilitating groups. This course is an applied course with a focus on integration of theory and clinical group work, and discussion of clinical, professional, and ethical issues. This course is designed for students to gain group counseling skills and self-awareness about how one’s own qualities, needs, motivations, and values can either facilitate or interfere with one’s effectiveness as a group counselor The prerequisite is EDU 124

This course is intended to offer an introduction to the profession of clinical mental health counseling with a broad focus on psychological dysfunction that is associated with distress or impaired functioning in a manner that is not typical, or expected, based on cultural and societal norms. Content will be organized in accordance with the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This course will use an integrative approach toward the study of mental health including the interaction of biological, developmental, and social factors. Students will learn about the types and causes of mental disorders, their assessment, treatment plans, referrals for services, prognosis, related research in counseling, psychotherapy, and prevention. The legal, ethical, and sociocultural issues related to mental illness, psychopathology, behavior of mental health professionals, and society will be deliberated. Students will be exposed to the historical, philosophical, societal, economic, and political dimensions of mental health counseling. The course will provides an overview of the issues, needs, populations, skills, and models in mental health settings with an emphasis on prevention and wellness. The prerequisite is EDU 121

This course will provide counselors the awareness, understanding, practical and theoretical methods and skills to build basic competency in counseling children and adolescents with specific developmental, social, or behavioral issues in a variety of settings (i.e., school, community, family, etc.). Because the primary objective and rationale of this course emerges from a developmental perspective, content will focus on helping children and adolescents grow up feeling relatively normal and healthy, cope with what are diagnostically referred to as adjustment disorders, and to help them adjust to emerging adulthood. The course will also include topics on social and cultural issues challenging children and adolescents, common psychological disorders that affect them, and provision of counseling services for children and adolescents with exceptional issues such as giftedness, abuse, neglect, special needs, etc. The prerequisite is EDU 121.

Students will develop knowledge about the major career development theories that are used in the school counseling profession. Students will learn to apply theories, assessment and occupational information in the school setting so as to advise appropriately on issues related to occupational and career aspirations. Strategies presented will be related to career exploration, career-related assessment, application of career development materials, technical and college career tracks of curriculum development. Exploration of gender and cultural/ethnicity issues that may impact the career development of individuals in our society are emphasized. The prerequisite is EDU 124.

The goal of this course is to introduce students to the origins and development of the field of comparative and international education (K- 12 and Higher Education systems) and to explore how both scholars and educational policymakers have engaged some of the debates that characterize research in education around the world. The course content presented will be equitably balanced and inclusive of both K-12 and Higher Education systems. Students will be oriented to comparative studies literature and develop understanding of the relative utility of different theoretical approaches and research methods for understanding formal and non-formal educational issues in comparative perspective. Special attention is devoted to similarities and differences in educational policy and practice between advanced and developing societies. Students are invited to consider current educational issues both at home and abroad, while developing global perspective and skills of comparative inquiry to use their own reflective classroom learning. This course presents works that consider “why” particular national systems operate as they do and the interrelated effects of globalization, the distribution of knowledge, and the inherent conflict highly evident in today’s world among people of differing ethnicities, nationalities, genders, races, and religions. The prerequisite are EDU 111& EDU 213.

The main purpose of this course is to acquaint the student of education with principles of supervision and evaluation useful for the refinement of the teaching/learning environment. Participants will learn how to develop leadership and supervisory platforms and professional development plans for individuals and school personnel. Therefore, the two major goals of this course are: 1) to familiarize each learner with fundamental concepts relevant to the supervision and evaluation of teachers; and 2) to assist each learner develop and articulate a platform for supervision and evaluation that explicitly relates these Undergraduate Catalog 2016 / 2017 112 concepts to espoused personal practices. Because the platform of this course instructor explicitly values the roles that individual goal setting and self-evaluation play in adult learning situations, a corollary intent of this course is to model an educational structure which both has explicit, rigorous expectations and encourages individual goal setting and self-evaluation. To this end, the articulation and personal assessment of learning goals is expected from each learner taking the course. Special attention will be given to differing perspectives on the supervisory function within the educational organization context. Various supervisory styles introduced, including issues include hiring, mentoring, tenure, dismissal and remediation plans for personnel management. This course emphasizes school culture and climate, teachers as adult learners, developmental leadership, democratic education, addressing diversity, community building, and how collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners. The prerequisite is EDU 111.

the use of computer as a powerful digital drawing and imaging tool. The course focuses on mastering fundamental illustration and digital imaging skills, and developing efficient working practices. The learning experiences incorporates a variety of visual art techniques as they relate to the design and execution of layouts, illustrations and design work for advertising, displays, promotional materials, instructional manuals etc. through the study of effective methods used to design products that impart information and ideas. Instruction also covers visual communication design theory and preparation of copy, lettering, posters, vector illustrations, graphics, and artwork in addition to the incorporation of photographic images. The prerequisite is EDU 222.

This course focuses on multimedia education -learning from text, audio, still images, animation, video, and interactivity, as it has developed in recent years. Areas to be explored by students include online presentations, e-courses, interactive lessons, simulation games, intelligent tutoring systems, slideshows, even textbooks, as those play a crucial role in education and in any teaching and learning context. This course prepares students to develop the ability to apply theories of multimedia learning and design principles to the design and production of effective Webbased multimedia lessons. It addresses theoretical foundations, principles of multimedia learning, multimedia design process, interface design, typography, graphic design, audio and video production, and instructional animations. Examples of the most recent developments in multimedia learning will be examined based on authentic research evidence and within the context of pedagogical and cognitive theories. The prerequisite is EDU 222.

This course is designed to introduce students to the use of design thinking and graphic design for organizing and presenting data and information from different sources in an interdisciplinary environment. Students will learn how to translate data to visual representations that No. Name Nationality Educational Qualification University Country 1 Dr. Abhilasha Singh India PhD in Psychology Banaras Hindu University India 2 Dr. Thaer Yusef Oudeh Palestine PhD Arabic Language & Linguistics University of Damascus Syria 3 Dr. Mohammad Jalal Al. Shaikhly Iraq PhD Arab Scientific & Ideological Heritage Arabian History & Scientific Heritage Institute Iraq 4 Mr. Omar Ibrahim Sarhan Iraq Masters in Literary and Critical Studies Int'l Islamic University of Science Jordan 5 Dr. Alexander Sabino Arguelles United States of America PhD in Germanic Philology & History of The University of Chicago United States of America 6 Dr. Christopher Wade Mangham United States of America PhD in Educational Leadership University of Leicester United Kingdom 7 Dr. Wasim Ahmad India PhD in Islamic Studies Hamdard University India 8 Dr. Janet Madhu India PhD in English Banasthali University India 9 Dr. Sabina Akhter India PhD in Plant Breeding & Genetics Sher-e-Kashmir University of Agricultural Sciences & India 10 Dr. Emad Ata Subhi Shahrori Jordan PhD in Educational Psychology University of Toulon France 11 Mrs. Jessica Lauren Davis United States of America Masters in Cultural Studies Georgia Southern University United States of America 12 Ms. Hala Abdullah H. Al-Bukhari Saudi Arabia M.Sc. Cross Cultural Studies, of Children, Brunel University London United Kingdom 13 Ms. Randa Alteraifi United Kingdom M.Sc. Applied Statistics Reading University United Kingdom 14 Ms. Bouchra Kachoub Morocco Masters in Applied Linguistics Ohio University United States of America 15 Ms. Safanah Al Badri United States of America Masters In Diplomacy and Strategic Studies George Mason University United States of America 16 Dr. Olga Pykhtina Ukraine PhD in Education & Communication Newcastle University United Kingdom 17 Mr. Myasar Mohammed Abdulqader Qaddo Iraq Mphil TEFL Glasgow University United Kingdom CEDU Faculty Members Undergraduate Catalog 2016 / 2017 113 aim at disseminating, documenting, and preserving knowledge in order to improve information communication and reception for different audiences and spaces. Additionally, students learn the process of conceptualizing and designing the presentation of varied types of information. Students will focus on the planning, creation, and organization of the informational design process as applied to multimedia projects. The prerequisite is EDU 222.

ATTENDANCE

Student builds the schedule based on available offered courses in the registered semester

Weekday Morning Classes

SUN – TUE | BETWEEN 9:00 AM – 4:00 PM
MON – WED | BETWEEN 9:00 AM – 4:00 PM

Weekday Evening Classes

SUN – TUE | BETWEEN 4:00 PM – 9:00 PM
MON – WED | BETWEEN 4:00 PM – 9:00 PM

Weekend Classes

FRI - SAT | BETWEEN 9:00 AM – 8:00 PM

WHEN CAN I JOIN

STUDENT CAN JOIN THE BEGINNING OF ANY SEMESTER

SEPTEMBER

FALL SEMESTER

MIN 3 COURSES | 9 CREDIT HOURS
MAX 6 COURSES | 18 CREDIT HOURS

JANUARY

SPRING SEMESTER

MIN 3 COURSES | 9 CREDIT HOURS
MAX 6 COURSES | 18 CREDIT HOURS

MAY

SUMMER SEMESTER

MAX 3 COURSES
9 CREDIT HOURS

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BANKING

7%

CONSULTATION

6%

AVIATION

6%

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