UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: ARB 223
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Arts and Letters
4. Academic Unit:
4
Global Languages and
Cultures
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
1. Reflect on the required readings and cite examples seen in everyday life in Morocco.
2. To demonstrate comprehension of the main ideas and supporting details of reading
passages and short aural texts as well as longer conversations.
3. To recognize complex grammatical structures, and vocabulary necessary to function in the
target language world.
4. Maintain a diary in Arabic to contribute to a deep understanding of his/her stay in the host
culture.
5. Navigate the daily routine of life in Morocco, demonstrating his/her cultural awareness and
comfort by employing basic linguistic features unique to daily Moroccan Arabic (Darija)
6. Cite major landmarks and events in Moroccan history.
7. Recognize traditional Moroccan dress, music, dance, cuisine, and social customs and
lifestyles.
8. Recognize differences between traditional cultural traits and the evolving cultural traits of
modern Morocco, and recognize the differences between Moroccan and US cultures.
9. Immerse himself/herself in Moroccan culture and interact with local inhabitants in their
daily lives.
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
Experience with the Arabic faculty-led program in Morocco every other year, has convinced
me that our students could benefit from a better grasp of the history of Morocco and its
culture. In addition to that, there is no course offered that includes the history and or culture
Effective Fall 2012
about the North African Region in general and Morocco in specific in our college. Therefore,
my plan is to use this course (ARB 223) as a class to count for students’ Arabic language
minor and a course that will be only offered abroad every other year. By completing ARB 101,
ARB 102, ARB 201, ARB 202 and this course (ARB 223), students will have 20 credits, which
will allow them to complete their Arabic language minor with a better grasp of the language in
context.
The plan is to include (ARB 223) as a course to count towards students’ Language minor plan/
catalogue.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
8. Long course title: INTERMEDIATE STUDY ABROAD
(max 100 characters including spaces)
9. Short course title: INTERMEDIATE STUDY ABROAD
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
Intermediate academic study in Arabic language, history and culture. Available only at the
study abroad site in Meknes, Morocco every other year. The course requires beginner level
Arabic to be able to navigate the language and the culture in Morocco. Contact the Arabic
instructor at the Department of Global Languages and Cultures for more information.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
Arabic Minor
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
Effective Fall 2012
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
Yes
No
18. Prerequisites:
ARB 101, ARB 102
If prerequisites, include the rationale for the prerequisites.
This course requires beginner level Arabic to be able to navigate the language and the culture
of Morocco.
19. Co requisites:
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
Mounia Mnouer
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
Approvals:
Effective Fall 2012
1/20/2015
Date
No
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
Course: ARB 223 Intermediate Study Abroad
Meknes, Morocco
Summer 2015
Course Description:
This course is designed to give you insights into Moroccan culture and customs with an overview of
its history. You will be living in Morocco for 4 weeks. This will allow you to confirm and/or deny what
you read in the book. Being in the host culture will also allow you to understand the Arabic language
as well as cultural practices better. You are encouraged to build a great cultural awareness about the
host country as well as display a positive behavior towards differences you may encounter in the host
culture that may be considered inappropriate in the mother culture. This course will allow you to
compare and contrast cultural practices between Morocco and the US in terms of religion,
government, food, clothing, gender roles and pop culture.
Learning Outcomes
This course can allow you to have an Arabic minor upon completion of remaining requirements. The
design of the course will be comprehensive as well as intensive.
At the end of the course the successful the student will be able to:
1. Reflect on the required readings and cite examples seen in everyday life in Morocco.
2. To demonstrate comprehension of the main ideas and supporting details of reading passages and
short aural texts as well as longer conversations.
3. To recognize complex grammatical structures, and vocabulary necessary to function in the target
language world.
4. Maintain a diary in Arabic to contribute to a deep understanding of his/her stay in the host culture.
5. Navigate the daily routine of life in Morocco, demonstrating his/her cultural awareness and comfort
by employing basic linguistic features unique to daily Moroccan Arabic (Darija)
6. Cite major landmarks and events in Moroccan history.
7. Recognize traditional Moroccan dress, music, dance, cuisine, and social customs and lifestyles.
8. Recognize differences between traditional cultural traits and the evolving cultural traits of modern
Morocco, and recognize the differences between Moroccan and US cultures.
9. Immerse himself/herself in Moroccan culture and interact with local inhabitants in their daily lives.
Required materials:
1.Culture and Customs of Morocco, a book by Raphael Chijioke Njoku.
2. Mastering Arabic 2 with 2 audio CDs by Mahmood Gaafar and Jane Wightwick
Effective Fall 2012
3. Arabic Verb Tenses by Mahmood Gaafar and Jane Wightwick.
Grade Breakdown
Quizzes
20 %
Pre-Post analysis
10 %
Diary
10 %
Cultural Comparative
Composition
15 %
Attendance and Participation
5%
Conversation Partners
10 %
Weekly presentations
10%
Portfolio
20 %
Grade Scale
A= 90% -100%
B = 80% -89%
C = 70% - 79%
D = 60% -69%
F= 59 0r less
Assessments
Quizzes 20%
Quizzes are carried out in a form of exercises on Reading and listening. Quizzes also include
vocabulary and grammar covered in each theme.
There will be a total of 8 quizzes. The quizzes will be on Fridays and Saturdays. Each Friday, you will
have a reading and listening comprehension quiz. Each Saturday, you will have grammar and
vocabulary quiz. The grading of the quizzes will be done as 1 point for a correct answer. 0 point for
an incorrect answer. The goal of the quizzes are to keep you in touch with the vocabulary and the
grammar points we cover each and advance your reading and listening proficiency.
Pre-Post Analysis 10%
Effective Fall 2012
Prior to coming to Morocco, your first assignment is to write your expectations of what you will see in
Morocco in the way people go about their lives in the different themes we are covering in Morocco
(How do expect life in Morocco to be?). At the end of the program, you need to present to the class
your findings. (Did you see what you expected to see? What was different? Was life as you
expected?)
Diary 10%
You are required to submit a four-week diary of your daily life in Morocco. Be sure to not only
describe your routine, but also things you learned, people you have met, places you have visited,
your feelings about the city of Meknes in particular and Morocco in general. The diary should be in
Arabic and it should be at least 4 pages long. You will turn in a page draft of your diary at the end of
each week for feedback and will be returned to you in a couple of days. A rubric will be used to
assess your for page diary. This assignment is meant to help you with your writing skills and cultural
awareness skills. The diary is meant to help you reflect on your first-hand experiences of living
abroad. You should also use your diary to help you prepare and present your final portfolio.
Cultural Comparative Composition 15%
You should hand in a 3 to 5 page, double-spaced composition written in English in which you
compare and contrast the cultural themes we covered throughout the summer session about Morocco
to the ones in the US culture, stating how one can then use the similarities and/or differences
between the two cultures to build cultural awareness and understanding to build bridges between
them. A rubric will be used to assess your composition piece.
Attendance and Participation 5%
Attendance is mandatory during your language immersion in Morocco. As far as participation, you
need to come to class prepared and willing to participate in the class discussions.
Conversation Partners 10%
You are required to meet with conversation partners 2 hours a week. Conversation partners are
Moroccan university students whose role is to facilitate conversation in Arabic and help get around in
your daily life in Meknes. You and your conversation partner will sign an attendance sheet verifying
completion of participation in in the 2 hours week speaking sessions. This assignment will help you
practice your speaking in the host culture and help you get around in your daily life. When you
complete your 8 HOURS and turn in the signed sheet, you will receive full credit.
Effective Fall 2012
Portfolio 20%
By the end of the course, you are required to submit a portfolio. The portfolio should be
comprehensive, including material that address each of the topics (e.g. religion, architecture, gender
roles…etc.)
In short, your portfolio should exhibit all that you have learned about Moroccan culture and history
during your stay. Weekly excursions are wonderful resources that can be included in your final
portfolio. You need to present your portfolio to the class and send me a copy of your presentation, if
electronic. You should use Arabic for this assignment. English is permitted only on one section; this
section could be about how you have grown as an Arabic learner while studying in Meknes, Morocco.
A rubric will be used to assess the quality of your work.
Weekly Presentations 10%
At the end of each week, you are required to work together as a group of 2 to give a presentation
about the theme discussed that week. Make sure you cite the important historical landmarks and
events from the chapter you read that week and the cultural practices you have observed while you
interact with the locals on a daily basis. There will be a total of 4 presentations. A rubric will be used
to assess the quality work you have demonstrated and your peers will grade it.
Weekly Assignments’ Plan:
Week 1
a. Write about your expectations of Moroccan Cultural Practices in your binder.
b. Read the intro and Religion and Worldview of the book designed for the course.
c. Teacher will provide you with the necessary vocabulary associated with this week’s theme in
Arabic. Reading and listening activities will be done in class to get more exposure to the vocabulary.
d. Grammar: revisit the tenses: past, present and future
e. As a group of two or individually, give a presentation to the class about the intro and the first
chapter. Take pictures, record videos in the host culture that demonstrate the principles you read
about in the intro and the chapter read. (Due on Friday at 11:30 a.m.)
Week 2
a. Read the chapters Literature of Media and Arts and Architecture/ Housing.
Effective Fall 2012
b. Teacher will provide you with the necessary vocabulary associated with this week’s theme in
Arabic. Reading and listening activities will be done in class to get more exposure to the
vocabulary.
c. Grammar: Imperative and negating the imperative. Verb forms: 2 and 3
d. Present briefly to the class the main points of the two read chapters in a power point presentation.
Take pictures, videos in the host culture that demonstrate the principles you read about in the
textbook. (Due on Friday at 11.30 a.m.)
Week 3
a. Read the chapters Cuisine and traditional Dress and Gender Roles, Marriage, Family. b.
b. Teacher will provide you with the necessary vocabulary associated with this week’s theme in
Arabic. Reading and listening activities will be done in class to get more exposure to the
vocabulary.
c. Grammar: Verb forms: Verb form 3 and 4
d. Present briefly to the class the main points of the two read chapters in a power point presentation.
Take pictures, videos in the host culture that demonstrate the principles you read about in the
textbook. (Due on Friday at 11.30 a.m.)
Week 4
a. Read the chapters Social Customs and Lifestyle and Music and dance
b. Teacher will provide you with the necessary vocabulary associated with this week’s theme in
Arabic. Reading and listening activities will be done in class to get more exposure to the
vocabulary.
c. Grammar: the Relative pronoun and expressing reason. Form 5 and 6
d. Present briefly to the class the main points of the two read chapters in a power point presentation.
Take pictures, videos in the host culture that demonstrate the principles you read about in the
textbook. (Due on Saturday at 11.30 a.m.)
e. Confirm or refute the expectations you made about the cultural practices in week
How to do well in class:
To do well in class you should:


Work hard and work efficiently. Focus on developing your study skills. There are more and
less helpful ways to memorize vocabulary. Talk to the instructor, and seek out the advice of
your peers who have discovered successful strategies.
Adopt the slogan: Just do it again. Pronounce words over and over with the DVD until they roll
off your tongue. Listen to the audio CDs as many times as you need to in order to understand,
Effective Fall 2012



then listen again to focus on how they said what they said (this is the trick to improving your
own language skills
Go over your writing to proofread and edit after you are finished (neatness does not count in
this class as long as it is legible).
Seek understanding and negotiation of meaning from your conversation partners. Do not
switch immediately to English in case you do not understand.
Spend 4-5 hours outside of class each day reviewing the material presented in class and
preparing the material for the next day’s class. Remember, this is a full semester course
Score
Content
Development
Organization
Language Use
Mechanics
squeezed into four very short weeks; thus, the class will move at four times the pace of the
normal semester course!
Enjoy your summer in Meknes, Morocco
Assessment Rubrics
Effective Fall 2012
4
3
2
Answer is
appropriate to the
prompt.; content is
correct and
displays
comprehensible
knowledge of topic
Logical and clear
order; thesis
statement is clear;
supporting ideas are
presented in a
logical progression.
Answer develops
each idea in the
essay with
appropriate use
of details.
Answers all parts
of the essay
completely.
Answer is quite
appropriate to the
prompt; content
displays knowledge
of essay topic.
Thesis statement is
quite clear points
are presented in a
logical manner
Each point in the
essay is
supported with
some details and
evidence.;
almost all
Important points
are included.
Answer relates
partially to the
question; contains
some factual errors
Logic of argument is
hardly perceivable.
Points presented in
a random fashion,
and do not all
support the
argument.
Rare details or
evidence
presented;
prompt question
only partially
answered.
Content not related
to the prompt
Lacks a logical
systematic
organizational plan.
Creates confusion to
the reader
Statements are
not supported by
details or
examples.
Incoherent
Illogical rational
1
Uses a wide
range of
vocabulary;
correct and
appropriate
sentence
structure; almost
no grammatical or
spelling errors.
Uses of a good
range of
vocabulary and
sentence
structures.
Accurate word
choice, and very
few minor
grammatical
errors.
Limited
vocabulary use;
very noticeable
errors in sentence
structure;.Some
serious errors that
can sometimes
impede
understanding.
Correct use of
punctuation and
citation style;
minimal to no
spelling errors;
Conforms to format
requirements.
Very limited
vocabulary and
serious problems
in sentence
structure. Errors
impair
communication
Frequent major
errors in citation
style, punctuation,
and spelling; does
not conform to
format
requirements.
Punctuation and
citation style usually
used correctly. Very
few minor spelling
errors; usually
conforms to format
requirements.
Some major errors
in punctuation,
citation style, and
spelling. Does not
always Conform to
format
requirements.
Diary Analytic Rubric
Portfolio Questions for the Student
1)How have you grown since the beginning of the program as a language learner?
2)What major challenges and problems did you face as a foreign language student and how did you
3)overcome them?
4)What are some of the major lessons you learned about the intellectual and cultural traditions and
5)artifacts of Morocco? Why do you consider these lessons important?
6)What documents did you choose to support your experience? Why did you choose these
7)documents for the Portfolio?
8)What have you learned from your experiences (both in and outside the classroom) as a foreign
9)language student that can help you make a contribution to our global society?
10)
Number of supporting documents referenced throughout the portfolio
Effective Fall 2012
Scoring Guide used to Evaluate Questions 1 through 6
4.0 – Exceptional: The analysis is exceptionally clear, concise, and engaging. In addition, it exhibits
exceptional insight and a highly accurate and effective use of evidence.
3.0 – Target: The analysis, for the most part, is clear, concise, and engaging. In addition, it exhibits
insight and an accurate and effective use of evidence, yet not to the extent to earn a rating of
Exceptional.
2.0 – Adequate: The analysis is somewhat clear, concise, and engaging. It exhibits some insight and
a somewhat accurate and effective use of evidence, yet not to the extent to earn a rating of Target.
1.0 – Unsatisfactory: The analysis lacks clarity and concision, making it difficult for the reader/listener
to fully appreciate its content. In addition, the analysis exhibits little insight and only a superficial or
convoluted use of evidence
0 – Not answered: The question was not at all answered or the answer was a clear evasion.
Final Points-Based Scoring Criteria for Critical Thinking
4.0-3.5
Exceptional
3.4-2.5
Target
2.4-1.5
Adequate
1.4-0.0
Unsatisfactory
The rubric was adapted from the College of Arts and Social Sciences at Georgia Southern University.
http://class.georgiasouthern.edu/foreign-languages/portfolio-rubric/
Scoring Checklist for Oral Presentations
Category
Organization
(15 points)
Content
(45 points)
Presentation
(40 points)
Effective Fall 2012
Scoring Criteria
Total
Points
The type of presentation is appropriate for the topic and audience.
5
Information is presented in a logical sequence.
5
Presentation appropriately cites requisite number of references.
5
Introduction is attention-getting, lays out the topic well, and
establishes a framework for the rest of the presentation.
Technical terms are well defined and the language is appropriate for
and understood by the target audience.
Presentation contains accurate information.
5
10
Material included is relevant to the overall message/purpose.
10
Appropriate amount of material is prepared, and points made reflect
well their relative importance.
There is an obvious conclusion summarizing the presentation.
10
Speaker maintains good eye contact with the audience and is
appropriately animated (e.g., gestures, moving around, etc.).
Speaker uses a clear, audible voice.
5
Delivery is poised, controlled, and smooth.
5
Good language skills and pronunciation are used.
5
Visual aids are well prepared, informative, effective, and align with
the theme presented
5
5
5
5
Score
Score
Length of presentation is within the assigned time limits. (10min)
5
Information was well communicated overall.
10
Total Points
100
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any
kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the
university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy
from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you
have questions or concerns about this policy, it is important that you contact the departmental chair,
dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928)
523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation at any time, in order
for DR to best meet your individual needs, you are urged to register and submit necessary
documentation (http://www.nau.edu/dr) 8 weeks prior to the time you wish to receive
accommodations. DR is strongly committed to the needs of student with disabilities and the promotion
of Universal Design. Concerns or questions related to the accessibility of programs and facilities at
NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity
(523-3312).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Effective Fall 2012
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including
NAU students engaged in research are adequately trained in the basic principles of ethics in
research. Additionally, this policy assists NAU in meeting the RCR training and compliance
requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating
Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C
18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the
RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of
Research”). For more information on the policy and the training activities required for personnel and
students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Summer 2014
Approved UCC – 1/28/14
Approved UGC – 2/12/14
Effective Fall 2012