The Centre for Educational Development (CED) values the importance of SU's commitment in providing outstanding learning opportunities to empower students to achieve their full potential. CED aims to provide outstanding learning opportunities for the students through effective teaching and learning technologies, and professional development for teachers to advance teaching, assessment, and learning.
- Life-long learning.
- Innovation and entrepreneurship.
- 21st century competencies.
- Promoting the citizenship.
- Curriculum based on economical, and social transformations at the local, regional, and international levels.
The aim of the CED in teaching and learning is to support Sohar University mission for being internationally recognized through the implementation of methods that help students to learn more successfully and actively. Learning outcomes at Sohar University are well defined, based on international standards and local needs. In addition, online surveys system is well established. The content and strategies set out in course profiles are coordinated with other courses at the program level and followed in practice to ensure effective progressive.
CED Teaching and Learning Duties
The CED is working together with all lecturers and streams at Sohar University to improve the quality of teaching and enhance active learning. Structured and well planned teaching approaches are required to achieve learning outcomes. Therefore, the major duties of the CED include:
- Run workshops on course and program learning outcomes.
- Analyze and map course learning outcomes.
- Ensure the Integration at every level of the curriculum needs to be improved.
- Monitor on a continuing basis with necessary adjustments made in offered programs to ensure continuing relevance and quality.
Ensure assessment practices are aligned with the curriculum, teaching and learning.
To achieve this objective, assessment practices will be guided by the following:
- Provide guidelines and adopt highly contextualized and validated assessment models at all levels of the university instruction.
- Design and implement assessment tasks that represent meaningful instructional activities within the mainstream educational assessment models.
- Implement authentic and performance-based assessments by specifying correct and clear characteristics relating to content or skill focus.
- Conduct and integrate feedback to reflect the curriculum and the needs and interests of the learners.
Types of Assessment Models
- Performance or task based tests.
- Alternatives to assessment.
- Authentic assessments.
- Evaluate curriculum and course profiles to ensure learning outcomes are aligned and consistent with the assessment practices.
- Conduct feedback sessions to all program and course coordinators.
- Communicate meaningful assessment strategies to enhance teaching and learning.
Assessment Design Framework
- Task based selection considering learning outcomes and classroom activities.
- Framing of real world criteria/rating scale.
- Writing of task descriptors.
- Multiple raters’ reliability.
Feedback, Impact, and Washback
- Discuss teachers’ specific instructional goals as matched with the instructional outcomes.
- Determine specific, discipline based contents and skills that the students are expected to attain.
- Discuss assessment practices in terms of fairness, appropriateness, and usefulness.
- Outline different types and forms of assessment tasks: authentic-real world tasks, interdisciplinary tasks, and multidimensional tasks.
- Enhanced academic advising.
- Support classes e.g. Writing studio, Learning support (language, vocabulary, reading and speaking), special support classes for repeaters.
- Career counselling (especially for GFP students to help choose faculty of interest in future).
- Alumni meet.
- Job fairs.
- Student exchange/ visit to neighboring institutes.
- Community service (a day at an orphanage/ old people’s home).
- Campaigns (e.g. conducting environment awareness drive, cleanliness drive, green drive- plant a tree etc.).
- Youth festival (involving students across faculties and/ or neighboring colleges to conduct/ participate in various activities e.g. debates, poetry, essay writing, project display competitions etc.).
Dr Zainab Al-Zaghir is an Assistant Professor of linguistics in the Faculty of Language Studies. She received her PhD from University of Otago, New Zealand in 2014. Prior to joining Sohar University in 2018, Dr. Al-Zaghir had considerable experience working in New Zealand and the Middle East. She received the Vice Chancellor’s Outstanding Teaching Award for the academic year 2019/2020. She is currently the chair of the Center for Educational Development.Faculty of Language Studies
Dr Khamis Al Kalbani is a PhD holder in applied mathematics from Sultan Qaboos University. He was a mathematics supervisor at ministry of education and teaching part time at sohar university then he joins since sep 2019. He has experience in training and qualifying teachers, preparing and analyzing tests. He published papers in international journals and participated in several international conferences.Faculty of Education and Arts
Dr Said Al Mamari is an assistant professor of Faculty Of Law at Sohar University he received his a PhD holder in Public Law from Dubai Police Academy. He was a Legal Researcher at ministry of Man power before joining Sohar University he joins at Sohar University since sep 2018. He have some research published in scientific journals in the field of public lawFaculty of Law.
Dr. Mervat AlJomaa is an assistant professor of English at Sohar University. She obtained her doctorate from the University of Sheffield, The United Kingdom in 2009. Currently, she is teaching English Literature-related courses at the Faculty of Language Studies. Her research interests include modern literature, narratology and feminist theories.Faculty of Language Studies
Ms. Jane Jayashree is an ELT/ESL teacher since 1999. At Sohar University she is an English Lecturer with The General Foundation Programme and has been actively involved with Student Support Services. She has initiated and coordinates the Peer Tutoring Programme. Peer Tutors are continually trained and evolve through her training workshops. Student Mentoring is her area of interest. Jane is a member of the Centre for Educational Development at Sohar University.General Foundation Program
Dr. Ramiz Ur Rehman holds a Ph.D. Management Sciences degree from the School of Management, Xián Jiaotong University. He is currently serving as an Associate Professor of Accounting and Finance at the Faculty of Business, Sohar University. He has more than nineteen (19+) years of teaching and research experience at the university level both nationally and internationally. He has published numerous research articles in the top tier and well reputed academic journals as a lead or corresponding author. His research interest includes corporate social responsibility, corporate governance, environmental management practices and corporate finance.Faculty Of Business
Dr. Eyad Abu Shandi holds a PhD degree in Hydrology from Faculty of Geo-Engineering/ Technical University Bergakademie Freiberg, Germany. He teaches several topics related to civil engineering program at the Faculty of Engineering. Recently, Dr. Abushandi has completed his Postgraduate Certificate in Higher Education from Edge Hill University. He serves many committees at Faculty and University levels including faculty quality assurance committee, faculty board committee, university moderation panel, CED committee, and others. Dr. Abushandi has a number of publications in characterizing hydrological regimes at catchment scale. Dr. Eyad is involved in many international hydrologic projects in Oman, Saudi Arabia and Jordan.Faculty Of Engineering