Department of Preparatory Program
At Khalifa University (KU), the Preparatory Program equips student with both academic and non-academic life-long learning skills to successfully embark on undergraduate courses.
The combined physics, mathematics, and chemistry courses prepare students to excel in the College of Arts and Sciences and later in the College of Engineering. The courses use lectures, laboratories, a web-based, artificially intelligent assessment and learning system (ALEKS) and a common project as an introduction to the material, with active learning and problem solving to emphasize concepts. The focus of the course is on applying learnt skills, as well as relevant math- and science-related concepts.
The English courses equip students to meet the linguistic demands of undergraduate study. They build each student’s capacity to understand and produce general and academic discourse on a range of topics, including applied sciences and engineering. The Preparatory Program also fosters the behavior, attitudes, and academic skills necessary for active participation in the university environment.
On successful completion of the program, students will exhibit skills in problem solving, critical thinking, digital literacy, autonomous learning, communication, creativity, and effective collaboration. Students will also demonstrate growing competence in time management, utilization of university support resources, and effective communication with other members of the KU community.
Jim Boyce
Interim Chair
- Department of Preparatory Program
- jim.boyce@ku.ac.ae
Julie Ross
Senior Lecturer
- Department of Preparatory Program
- julie.ross@ku.ac.ae
Joud Jabri Pickett
Lecturer
- Department of Preparatory Program
- joud.pickett@ku.ac.ae
Kate Nolan
Senior Lecturer
- Department of Preparatory Program
- kate.nolan@ku.ac.ae
Brian John Knight
Lecturer
- Department of Preparatory Program
- brian.knight@ku.ac.ae
Alliya Anderson
Lecturer
- Department of Preparatory Program
- alliya.anderson@ku.ac.ae
David Young
Lecturer
- Department of Preparatory Program
- david.young@ku.ac.ae
Jessica Allred
Lecturer
- Department of Preparatory Program
- jessica.allred@ku.ac.ae
Enaam Muhyey Aldeen Mohammed Subhi
Lecturer
- Department of Preparatory Program
- enaam.subhi@ku.ac.ae
Mathew Andrew
Lecturer
- Department of Preparatory Program
- matthew.andrew@ku.ac.ae
Ronald Jones
Senior Lecturer
- Department of Preparatory Program
- ronald.jones@ku.ac.ae
Theodore Burkett
Lecturer
- Department of Preparatory Program
- theodore.burkett@ku.ac.ae
Tiffany Cammidge
Lecturer
- Department of Preparatory Program
- tiffany.cammidge@ku.ac.ae
Szu Szu Ling
Lecturer
- Department of Preparatory Program
- szu.ling@ku.ac.ae
Dr. Samah Nazzal
Senior Lecturer
- Department of Preparatory Program
- samah.nazzal@ku.ac.ae
Mr. Hussam El Jammal
Senior Lecturer
- Department of Preparatory Program
- hussam.eljammal@ku.ac.ae
Hazim Subhiyyah
Senior Lecturer
- Department of Preparatory Program
- hazim.subhiyyah@ku.ac.ae
Dr. Mohammad Zeidan
Senior Lecturer
- Department of Preparatory Program
- mohammad.zeidan@ku.ac.ae
Dr. Marwan Abualrub
Senior Lecturer
- Department of Preparatory Program
- marwan.saeed@ku.ac.ae
Dr. Yousef Abosalem
Senior Lecturer
- Department of Preparatory Program
- yousef.abosalem@ku.ac.ae
Dr. Ruikun Zhao
Senior Lecturer
- Department of Preparatory Program
- ruikun.zhao@ku.ac.ae
Elias Zikkos
Senior Lecturer
- Department of Preparatory Program
- elias.zikkos@ku.ac.ae
Imad Elayna
Senior Lecturer
- Department of Preparatory Program
- imad.elayna@ku.ac.ae
Asma Mughrabi
Senior Lecturer
- Department of Preparatory Program
- asma.mughrabi@ku.ac.ae
Dr. Lina Mohjazi
Lecturer
- Department of Preparatory Program
- lina.mohjazi@ku.ac.ae
Hagop Aynedijan
Lecturer
- Department of Preparatory Program
- hagop.aynedjian@ku.ac.ae
Rehana Rostron
Lecturer
- Department of Preparatory Program
- rehana.rostron@ku.ac.ae
Mary McDermott
Lecturer
- Department of Preparatory Program
- mary.mcdermott@ku.ac.ae
STEM
Approach to Teaching and Learning
The courses include team-based project work that applies students’ communication and research skills to a topic requiring some integration of knowledge of mathematics, chemistry, and physics. This project work and other aspects of the courses are designed to develop effective student learning habits, appropriate attitudes, and information literacy. Importantly, the course provides a determined set of opportunities for knowledge and skill integration and learning transfer across course subjects. Students gain hands-on experience through applying theory to practice in the laboratory.
Course Descriptions
Chemistry 1
This course provides students with an introductory chemical foundation in preparation for their freshman studies. The course surveys the basic properties of matter and laws of matter, and focuses on developing the numerical problem-solving skills using the basic tools of quantitative chemistry. The tutorial/laboratory activities offer early hands-on training experience in visualizing, analyzing and understanding the basic properties of matter.
Chemistry 2
This course provides students with the entry requirements in chemistry in preparation for their freshman studies. Topics include chemical measurements, properties of matter, chemical reactions, stoichiometry, acidic and basic solutions, in addition to chemistry-related environmental issues. The course focuses on developing numerical problem-solving skills using the basic tools of quantitative chemistry. The laboratory component develops students’ practical skills in handling basic chemical measurements and reactions.
Math 1
This course is a developmental college algebra-level course involving basic algebraic operations, solving equations and inequalities, an introduction to complex numbers, problem solving, lines, graphing linear equations and models, functions, exponents and polynomials, factoring and quadratic equations, rational expressions and related equations. The course delivers content using a hands-on hybrid flipped model with an emphasis on self-study, context-rich problem solving, and study skills for university students.
Math 2
This course is a developmental pre-calculus-level course involving solving systems of linear equations, polynomials, rational functions, exponential and logarithmic functions, trigonometric equations and functions, and trigonometric identities and their use. The course delivers content using a hands-on hybrid flipped model with an emphasis on independent and self-study, context-rich problem solving, and study skills for university students.
Physics 1
This course is an introduction to university physics. It is a developmental pre-calculus-level course involving algebra, geometry, trigonometry, and physics (mechanics), with an emphasis on their integration and application to engineering. The course is offered to prepare students for their level one freshman courses. The course delivers content using recent technology and hands-on techniques with an emphasis on self-study, context-rich problem solving, and study skills for university students.
Physics 2
This course is an introduction to university physics. It is a developmental pre-calculus-level course involving algebra, geometry, trigonometry, and physics (electromagnetism) with an emphasis on their integration and application to engineering. The course is offered to prepare students for their level one freshman courses. The course delivers content using recent technology and hands-on techniques with an emphasis on self-study, context-rich problem solving, and study skills for university students.
Course Topics
Chemistry | |
The topics covered in Chemistry 1 are: | The topics covered in Chemistry 2 are: |
· The Chemical World | · Basic Concepts and Measurements in Chemistry |
· Measurement | · Chemical Reactions |
· Basic Properties of Matter | · Chemical Quantities and Chemical Composition |
· Atomic Structure and Chemical Periodicity | · Acids and Bases |
· Molecules and Compounds | |
· Chemical Quantities and Chemical Composition | |
· Basics of Chemical Reactions | |
Mathematics | |
The topics covered in Math 1 are: | The topics covered in Math 2 are: |
· Basic Algebraic Operations (I) | · Systems of Equations |
· Basic Algebraic Operations (II) | · Polynomial Functions, Division and Models |
· Equations and Inequalities | · Rational Functions and Inequalities |
· Factoring and Quadratic Equations | · Exponential Functions |
· Graphs and Distances | · Logarithmic Functions |
· Lines | · Exponential and Logarithmic Equations |
· Functions and their Graphs | · Angles and their Measurement |
· Trigonometric Functions: A Unit Circle Approach | |
· Solving Right Triangles | |
· Properties of Trigonometric Functions | |
· Trigonometric Identities and their Use | |
· Trigonometric Equations | |
· Law of Sines | |
· Law of Cosines | |
· Vectors | |
Physics | |
The topics covered in Physics 1 are: | The topics covered in Physics 2 are: |
· The Scientific Method | · Coulomb’s Law |
· 1D Motion: Basic Concepts | · Electric Field |
· 1D Motion: Graphs and Equations | · Electric Potential |
· 1D Motion Applications (Real Life Situations) | · Electrostatic Applications |
· 2D Motion: Basic Concept and Projectile Motion | · Capacitors – Part 1 |
· 2D Motion: Position Graphs and Relative Motion | · Capacitors – Part 2 |
· 2D Motion: Uniform Circular Motion | · Circuits |
· 2D Motion Applications (Graphing and Analyzing Graphs) | · Circuit Applications |
· Forces and How They Act | · Magnetic Field |
· Forces and Newton’s Laws | · Magnetic Field due to Current |
· Force Applications (Real Life Situations) | · Induction |
· Work and Energy | · Induction Applications |
· Potential Energy, Kinetic Energy, and Mechanical Energy | · Review |
· Energy Applications | |
· Review |
Learning Outcomes
Chemistry | |
By the end of Chemistry 1, students will be able to: | By the end of Chemistry 2, students will be able to: |
· Recognize the basic technical vocabulary and introductory concepts of chemistry | · Demonstrate competence in reading and understanding of mathematical and scientific text, make, justify, and communicate conclusions |
· Demonstrate competence in reading and understanding of mathematical and scientific text | · Apply mathematical relationships and integrate chemical concepts to answer and solve chemical problems |
· Apply basic chemistry concepts and methods to solve quantitative questions using the scientific approach | · Engage in independent study and the subsequent development of life-long learning skills |
· Safely conduct introductory chemistry experiments, collect data and analyze practical results | · Safely conduct introductory chemistry experiments, collect data and analyze practical results |
Mathematics | |
By the end of Math 1, students will be able to: | By the end of Math 2, students will be able to: |
· Recognize basic algebraic operations | · Solve systems of linear equations with applications |
· Solve equations, inequalities, and problems | Recognize polynomials and graph polynomials |
· Recognize lines and distances | Divide polynomials and apply remainder and factor theorems |
· Graph linear equations and inequalities in two variables | Recognize trigonometric functions and identities |
· Recognize basic concepts of exponents and polynomials | Solve trigonometric equations |
· Factor polynomials and solve quadratic equations | Recognize exponential and logarithmic functions and their manipulation |
· Simplify rational expressions and solve related equations | Solve exponential and logarithmic equations |
· Engage in independent study and the subsequent development of life-long learning skills | Sketch polynomial functions and their transformations |
Recognize functions and their operations and graphs | |
Physics | |
By the end of Physics 1, students will be able to: | By the end of Physics 2, students will be able to: |
· Apply major fundamental concepts of physics as presented in the textbook | · Demonstrate the knowledge, skills, competence in critical thinking and professionalism to apply physics concepts |
· Translate realistic physics problems into the equations which describe them | · Demonstrate their understanding of fundamental concepts of electricity and magnetism |
· Use appropriate units for physics quantities and use quantitative reasoning and basic mathematics skills in the solution of problems | · Communicate effectively, both orally and in writing, and prove that they can think critically and work independently while performing their laboratory work |
· Show that they have learned laboratory skills enabling them to take measurements in a physics laboratory and analyze the measurements to draw valid conclusions | · Engage in independent study and the subsequent development of life-long learning skills |
· Engage in independent study and effectively communicate an understanding of physics concepts |
English
Approach to Teaching and Learning
The courses follow a communicative approach to language learning, whereby students engage with different types of academic texts to understand, analyze, and produce authentic communication. Students are also encouraged to interact with other students and the teacher to better understand and produce meaningful communication. This approach includes the integration of different language skills to help students utilize multiple linguistic resources to understand concepts and produce academic discourse. Within this communicative and integrated language-learning approach, vocabulary, grammar, and academic skills are taught to help students more successfully understand and produce academic texts.
Course Descriptions
English 1
In this course, students will develop the English language skills needed to meet the requirements of ENGL 002. During the course, students will read general and academic texts and will listen to a variety of short conversations and lectures to help improve comprehension skills. Students will be expected to take notes and annotate academic texts, write short texts which require critical thinking based on course readings and lectures, present information orally, and develop test-taking skills.
English 2
In this course, students will develop the required English language proficiency for freshman year entry. During the course, students will read a variety of texts to help improve their reading skills. They will also listen to different types of conversations and lectures to develop listening and note-taking skills. In addition to the various types of input to which students will be exposed, they will be required to produce written texts of various genres and give oral presentations. This course will also provide students with specific training on how to adequately meet the task demands presented in the IELTS or EmSAT exams.
Learning Outcomes
Writing | |
By the end of English 1 , students will be able to: | By the end of English 2, students will be able to: |
● Use pre-writing strategies to plan writing, such as brainstorming and guided-outline templates | As in ENGL 001 and: |
● Organize paragraphs with accurate topic sentences, supporting points, and concluding sentences | ● Prepare a simple outline to organize ideas and information |
● Analyze, identify and respond to an essay prompt with appropriate communicative purposes | ● Organize an essay with an accurate thesis statement, supporting paragraphs, and concluding statement |
● Utilize teacher feedback and peer feedback to edit multiple drafts of writing | ● Give and utilize critical peer feedback to edit multiple drafts of writing |
● Write short academic texts such as essays and reports | ● Use complex sentence structures with control |
● Use simple and compound sentence structures with control and begin to use complex sentences | ● Begin to use complex grammatical structures with control |
● Use simple grammatical structures with control and begin to recognize complex grammatical structures | ● Take notes on a simple presentation or lecture aimed at an academic audience |
● Take notes on a simple presentation, lecture, or academic text aimed at a general audience | ● Take notes on multi-paged academic texts |
● Begin to understand summarizing and paraphrasing | ● Effectively summarize and paraphrase academic texts |
● Understand a limited number of essay genres | ● Understand a wider variety of essay genres |
● Begin to recognize referencing and citations with regard to academic honesty in writing | ● Begin to use referencing and citations with regard to academic honesty in writing |
● Be able to format a word-processed document consistently and according to academic conventions | ● Understand the importance of academic honesty in writing |
Reading | |
By the end of English 1, students will be able to: | By the end of English 2, students will be able to: |
● Use titles, headings, subheadings, and visuals to predict content | As in ENGL 001 and: |
● Scan a text to look for key words and specific information | ● Use paragraph structure/organization (e.g. topic sentences) to predict content |
● Skim a text to identify the main purpose and key concepts | · Scan a text to look for specific information in more complex texts |
● Identify key information in academic texts: ○ Main ideas ○ Topic sentences ○ Supporting sentences |
● Identify key information in more complex texts, including cause/effect and compare/contrast |
● Identify the function and meaning of basic discourse markers, punctuation, and referents within a text | · Identify more complex discourse markers and more complex referents within a text |
● Deduce meaning of vocabulary from context | ● Deduce meaning of more complex vocabulary from context |
● Make annotations and take notes from a text | ● Make inferences based on comprehension of a text |
● Begin to understand the author’s purpose and intended audience | ● Understand the author’s purpose (to educate, inform, persuade, or entertain) and the intended audience |
● Begin to make inferences based on comprehension of a text | ● Understand information contained in one or two graphics of different or similar types, including line graphs, bar charts, pie charts, tables, diagrams, processes, maps, and infographics |
● Understand and break down the most important parts of science-related questions or tasks | |
Listening | |
By the end of English 1, in the context of a lecture, presentation, discussion, etc., students will be able to: | By the end of English 2, students will be able to: |
● Recognize the basic organizational structure of different types of presentations and lectures | As in ENGL 001 and, in the context of a lecture, presentation, discussion, etc.: |
● Distinguish between main ideas and supporting details, and recognize examples and their relation to the idea they support on a familiar topic | ● Recognize the basic organizational structure of more complex types of presentations and lectures |
● Extract key details on a familiar topic, if delivered slowly and clearly | ● Extract key details on less familiar topics delivered at a natural pace |
● Recognize and identify the function and meaning of basic discourse markers, punctuation, and referents within a text | ● Take effective notes while listening to an authentic or semi-authentic presentation or lecture on a less familiar topic |
● Take effective notes while listening to a simple, straightforward, and authentic presentation or lecture on a familiar topic | ● Identify a speaker’s tone, purpose, feelings, attitudes, opinions, or point of view |
● Recognize paraphrasing and repetition | ● Discuss and respond to content of a lecture or listening passage orally and/or in writing |
● Demonstrate understanding by sketching, labeling, filling a table, classifying, ordering, etc. | ● Recognize a broader range of discourse markers |
● Follow and be able to participate in a group discussion | |
Speaking | |
By the end of English 1, students will be able to: | By the end of English 2, students will be able to: |
● Discuss a range of familiar and less familiar topics (e.g. school, family, home, friends, leisure activities, hobbies, culture, films) with appropriate fluency, vocabulary, accuracy, and pronunciation | As in ENGL 001 and: ● Discuss a range of increasingly complex topics (e.g. applied sciences, current events, the environment, news) with appropriate fluency, vocabulary, accuracy, and pronunciation |
● Discuss topics related to applied science and engineering with appropriate fluency, vocabulary, accuracy, and pronunciation | ● Participate actively in debates |
● Discuss and respond to content of reading and listening passages | ● Use communication strategies to participate in group and class discussions |
● Participate actively in group and class discussions | ● Deliver an effective 3-4-minute presentation (individually or as part of a group presentation) |
● Deliver an effective 2-3-minute presentation (individually or as part of a group presentation) | ● Use course-appropriate devices for coherence and cohesion |
● Follow organizational conventions of academic presentations (with opening, body with supporting ideas, conclusion, basic references) | ● Use more advanced oral paraphrasing and summarizing skills |
● Use basic oral paraphrasing and summarizing skills |