CAD Faculty Research

CAD faculty members are in the process of conducting several projects on various educational research problems pertaining to Al Akhawayn University. The reports of these projects will be made available on the web.

Issues in Implementing Developmental Education in a University Context
Robert Burgess, Ramiza Koya, Catherine Owens

Abstract
Implementing a coherent, effective and efficient developmental education program in an existing university context is fraught with difficulties.  Issues abound concerning attitudes of relative value, misconceptions of teaching and learning, and resistance to development and change.  To overcome such issues institutions need to reevaluate their basic vision of undergraduate education, to focus on their core educational values and commit to the development of an open atmosphere of cooperation and collaboration.  Universities normally have the necessary tools in place to achieve best practices in undergraduate education. What is often missing is the institutional commitment to excellence.  Universities should aspire to be models of educational leadership and best practice.

Student Perceptions of the Center for Academic Development Courses
Robert Burgess, Ramiza Koya, Hassan Belhiah, Catherine Owens

Abstract
The study investigates student perceptions of learning and satisfaction with the learning experience in the Center for Academic Development program at Al Akhawayn University in Ifrane.  The research is being carried out as a part of a larger Validation Project and will form the first stage of a five year longitudinal study.  Perception studies are one means of investigating the quality of teaching and learning.  Data was collected from 588 Center for Academic Development students enrolled in Spring 2007.  Results showed that the vast majority of students perceived substantial learning had taken place in their CAD courses and that they were overwhelmingly satisfied with the learning experience.

Quality Assurance in Developmental Education
Robert Burgess, Catherine Owens, Ramiza Koya

Abstract
Quality assurance is an area of concern for developmental education programs worldwide.  The Center for Academic Development (CAD) at Al Akhawayn University is no exception.  In order to foster a quality educational experience, the center has developed its program with a clear understanding of and respect for best practice.  As a result the CAD program is closely aligned with models of best practice.  The program has also developed and implemented a clear set of performance indicators in the form of intended learning outcomes, student perceptions of learning, pedagogical methods and evaluation procedures.  These performance indicators show positive results for the CAD program as a whole.  An initial review of the literature with regard to program benchmarking indicates that the CAD measures well against international goals and standards within the field of developmental education.

Toward A New Conceptualization of Teacher Leadership In Moroccan Schools
Hassan Belhiah

Abstract
This paper makes the case for the necessity to take teacher leadership seriously in the process of the reforms that our educational system is currently undergoing. The paper contends that a new conceptualization of teacher leadership is needed if we ever aspire to transform Moroccan schools into “learning organizations” (Senge et al., 2000). It calls for the need to replace the traditional approach to leadership with a leadership of transformation and empowerment, one that redefines teachers as lead-ers and agents of change.

The Need for Developmental Education at Al Akhawayn University in Ifrane
Robert Burgess and Ramiza Koya

Abstract
The future of the Center for Academic Development (CAD) at Al Akhawayn University in Ifrane (AUI) is in question.  Much of the debate concerns a proposed review and revision of the university core curriculum, the role of developmental education and the need for developmental education in the Moroccan context.  Proposals have been made to reduce the depth and breadth of CAD courses and in some instances to replace them with ‘content’ courses.  Much of this discussion has been behind closed doors without input from concerned faculty.  This paper attempts to put the discussion in a historical context and review the fundamental arguments for developmental education courses at AUI.

Needs Analysis (Faculty Perspective) Preliminary Report
Robert Burgess and Catherine Owens

Abstract
The purpose of this research is to provide baseline data concerning the academic study needs of undergraduate students at Al Akhawayn University in Ifrane. The Centre for Academic Development and Study Skills (CADS) at AUI has for five semesters run an academic preparation program of courses that teach study skills. The research questions asked how faculty rated students' abilities in these study skills and the importance of those skills to the courses they teach. Also of interest was whether there were important differences in student skills across schools. A survey was the primary data collection tool and the main assumption underlying the study is that academic skills can be taught and will positively affect student academic performance. Results showed that faculty rate students as exhibiting above average abilities in these skills areas and that they see the skills as necessary for their courses. Results also showed some differences across schools. An aim of the CADS program is to coherently link the needs of future courses of study to its academic preparation program. From this survey, preliminary analysis of the uses and needs of study skills and critical thinking skills across the curriculum has been done, pointing to the need for further investigation into program specific skills and their individual impacts on teaching and learning.

CAD Validation Study
Peter Hardcastle

Abstract
The Center for Academic Development was started in Fall 2000 in response to a perceived need for Al Akhawayn students to demonstrate stronger academic skills, better problem-solving abilities, more effective communication skills and a greater sense of initiative. In 2001-2, a study was undertaken to determine whether the CAD program was producing students with stronger skills, whether there was any predictive tendency for enhanced success in the students' major studies after succeeding in CAD courses, and how the admission criteria at AUI correlated with the students' further performance. The study found that GAT (entrance test) scores were not a good predictor of academic success, but that scores on CAD courses correlate well with academic success. In terms of both student and faculty perceived satisfaction with the skills development of CAD courses, students responded more favorably, with overall self-ratings indicating improved skills, whereas faculty were not as positive in evaluating the students' acquisition of the skills taught in CAD courses.