1. Learning Facilitation/Teaching Skills Development:

Improving the quality of teaching (higher education teachers) by keeping the target group up-to-date with the latest development The specific objectives of this activity is to,

·        Identify the goals and functions of the university

·        Recognize their functions, roles and competencies

·        Adopt different learning facilitations models

·        To design and produce their own course oo9utline

·        Develop their lesson plan

·        Develop their ICT skills and establish virtual classes

·        Choose and use appropriate types of evaluative methods and procedures

·        Standardize the results of test/exams

·        Appreciate the intricate interrelationship between learning and learning facilitations and relationships between learner and learning facilitator

2. Research Skills Development Course:

whereas is encouraging the development of the higher education faculty members skills in conducting researches, supervising students. The activity main objectives

·        Understand and appreciate the research function of a university and researcher role of a university academic staff member (UAS).

·        Improve her/his research skills, knowledge, and attitudes towards research and activities pertaining to research.

·        Explain the nature of research, key concepts, theoretical frame and reasons for conducting research.

·        Differentiate between different types of research methods used.

·        Develop a research design.

·        Develop tools and measures for data collection.

·        Apply quantitative and qualitative data collection skill and data analysis skill.

·        Get acquainted with and observe research ethics.

·        Develop the skills of writing research proposal.

·        Develop citation and referencing skills

3. Guidance and Counseling Skills Development Course:

Students are the core of any university and the years they spend in the university are important formative years of their lives. Therefore the well being of students should be at the top of the priorities of the university and a vitally important part of their concern. Thus training academic staff to look after the well being of their students and help them in formulating their educational goals and fulfilling them becomes vitally important. These courses on guidance and counseling are conducted in collaboration with the School of Psychology and Pre-school Education. It is expected that by the end of the course the participants will be able to:

·        Explain /describe the concepts of guidance and counseling and application in universities.

·        Be familiar with the theories of counseling

·        Recognize the different types of counseling

·        Be aware of the use of creative arts in guidance and education

·        Identify students with special problems

·        Make use of guidance and counseling techniques to help the students face and solve their problems

·        Be effective students advisers and mentors

4. Administrative Development Skills:

The efficient running of any institution requires an efficient administrative set-up and that requires well trained administrators (including academic staff trained in management) and trained administrative assistants. So far a few training courses have been conducted to train administrative assistants and some other auxiliary staff to shoulder their responsibilities within a university in an efficient way. We also

Hope to do some training for academic staff in management. The main objectives of this function is to

·        Describe the concepts of administration and their implementation in

·        Ahfad University for Women (AUW).

·        Communicate effectively with people asking for information.

·        Write and organize letters and minutes in appropriate way.

·        Set priorities according to tasks and responsibilities.

·        Apply a unified filing system for (AUW).

·        Keep control of petty cash.

·        Apply problem solving skills.

Other related function and/ or sub-themes of the functions above.

Sometimes it is found necessary (or demanded by us or other stakeholders) to offer in more details specialized functions (course/s) on topics dealt with in the main basic functions (course/s).They usually cover some theory but they are mainly hands-on training The functions carried out under this category of specialized workshops (short 2-3 day workshops) include the following ;

5. Evaluation of Students’ Performance:

·        The aim of this activity was to develop the evaluative skills of the university teaching staff. The main aim was split into eight objectives,

·        Explain the purpose and aims of evaluation in higher education.

·        Explain different terms associated with evaluation.

·        Differentiate between the different concepts used in evaluation “ testing, measurement, assessment”

·        State the different types of testing.

·        State and explain the most commonly used testing methods.

·        Explain the strengths and weaknesses of each method.

·        Select and apply the most appropriate method for testing using scientific criteria (reliability, validity, feasibility etc.).

·        Be familiar with the Course Unit Systems and methods used in evaluation, promotion—etc. In such systems.

·        To standardize and present results.

6. Course Syllabus Design and Learning Facilitation 

The activity aims to come out with a detailed course outline and update them on regular basis.

7. Student Centered Teaching, Cooperation Learning:

This function aims at developing the staff from being traditional lecturers to active facilitators.

8. Laboratory Learning Facilitation Skills Development Course 

9. Undergraduate Supervision Workshop

10. Standardization of Examination Result