ALDAR University Policy Library

Standard 3. Educational programs

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The Policy

This policy aims to provide academic direction to enhance the quality of learning and teaching at ADUC. This policy describes the principles and practices that underpin effective learning and teaching. These principles incorporate both learning processes and learning outcomes.

The critical component of this policy is that adopting any of these principles and practices is based on learners’ particular needs and the learning outcomes relevant to the program.


Engaging Students in Learning

ADUC is committed to student engagement and success and recognizes and values cultural and ethnic diversity. Student engagement is achieved through the implementation of active and cooperative learning approaches which:

  1. are intellectually challenging, stimulate curiosity and develop critical awareness;
  2. ensures that programs prepare students for their chosen occupation
  3. meet the diverse needs of students from different life experiences;
  4. respect, recognize and build on students’ current knowledge and experience and provide appropriate opportunities for the formal recognition of prior learning;
  5. recognize individual learning needs and extend the student’s range of approaches to learning;
  6. provide a variety of meaningful strategies and contexts to enable students to construct and apply new knowledge and skills;
  7. encourages and enables students to learn and practice attributes or vocational competencies which underpin graduate/or industry setting;
  8. create opportunities for regular feedback about learning progress that acknowledges individual learning achievements;
  9. encourages students to critically reflect on their learning experiences and relate these understandings to theoretical models and explanations, relevant fields of practice, or workplace contexts;
  10. encourages and enable students to take responsibility for their learning; and
  11. allow apprentices opportunity for contextualized workplace learning in industry current and relevant settings.


Creating Supportive Learning Communities

Students’ success is built on their higher education experience it is the responsibility of all ADUC staff to contribute to a positive student experience.


The diversity of our students is recognized and welcomed opportunities will be offered to all students to succeed through engagement, reflection, and commitment to learning.


Open communication builds shared understandings transparent, timely, explicit, and mutually respectful communication is important between and among staff and students.


A supportive learning community is achieved through the development, implementation, and evaluation of:

  1. inclusive learning environments and learning partnerships that create a sense of support and belonging by recognizing and valuing the diverse abilities, contributions, experiences, backgrounds, and efforts through the students and staff interaction; Such environments may be face-to-face or mediated by appropriate information and communication technologies. All will be characterized by reasonable adjustments to enable full student participation;
  2. the explicit advance information provided to students about learning activities and assessment tasks using commonly accepted terminology and appropriate language;
  3. systems, materials, and services that are designed to support the learning and teaching activities of ADUC; and
  4. responsive to employer and industry needs to support apprenticeship delivery whether on the job or off the job.


Enhancing Teaching

Approaches to teaching are varied and adaptive to new demands in learning. They will include effective use of appropriate technologies and innovation.

Enhanced teaching is achieved through:

  • recognition of excellence in teaching;
  • support for innovative and inclusive learning and teaching practices;
  • supportive and sustained professional/educational development/scholarship that is meaningful, applicable, cooperative, and collegial


The Teaching and Learning Methods (TLM) at ADUC are employed as per the course requirement. Some of the commonly used methodologies are mentioned here; however, each course syllabus mentions specific TLM details in the specific course. Some of the TLMs are mentioned as follows:


  • The students, through various courses, will be introduced to theories and concepts, followed by discussions, practice cases & readings, class assignments, practice quizzes, and collaborative work; to encourage students to ask, answer, question, discuss and challenge conclusions. 
  • The curriculum includes textbooks, readings, cases and journal articles, practice assignments, PowerPoint presentations, and practice quizzes to help students apply the theory to actual business situations. They are expected to keep up with the readings and attend classes regularly. 
  • The Electronic Intelligent Academic Software (EIAS) is used as a Student Management System and Google Classroom as Learning Management System. Examinations are a mix of comprehension, application, and analytical questions guided by the course learning objectives. Students must go through the examination code of conduct in the student handbook. Similarity detection software – Turnitin will be used for ensuring academic integrity. 
  • The students have access to a hardcopy and E-book facility from the ADUC library that aids for text and reference material. ADUC students can also access the digital library if it is not possible to visit on campus. 
  • The Delivery and Assessment mode for such semesters where face-to-face teaching is not possible due to emergent situations. According to the Ministerial (MOE, UAE) instructions, the school will switch to the e-Learning Policy and e-Learning Assessment Manual. The e-learning Policy and Assessment manual can be retrieved from the EIAS Student Portal, Google Classroom, and ADUC Website www.aldar.ac.ae 


During such period the mode of delivery and assessment will include:

  1. In-class online assessments such as quizzes, midterms, calculation-based assignments, and final exams to be conducted using Google Forms and Google Classroom. ZOOM audio-video monitoring will assist as Visual Learning Management System and Online Proctoring System.
  2. Assessments not proctored or invigilated will be submitted through institutionally adopted plagiarism checking software –Turnitin. The rubric for the format and contents of such assessments will be shared through assessment sheets and are required to be followed. 
  3. The students will be provided e-books to facilitate during such a period.