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Specification Document of Geography and GIS Program

Faculty of Education

Basic Information about the Program

Program Title and Final Award

Geography & Information Systems

Awarding Body/ Institution

Faculty of Education – Sana’a University.

Teaching Institution/ Responsible Department

 Department of Social Studies Curricula & Teaching Methods

Other Departments involved in Teaching the program

Department of Arabic Studies and all educational departments

Medium of Instruction

Arabic

Program Start Year (for Newly Specified Programs)

2020–2021

Study Mode

Regular

Place of Study

Faculty of Education – Sana’a University

System of Study

Two semesters

Duration of the Program

Four years of study (eight semesters).

Possible Future Career Options for Graduates

Geography teacher, researcher & map investigator

Levels of Award/ Final Award

Four-year Bachelor’s Degree. Students who withdraw before graduation shall receive a Non-Graduate Transcript reflecting the scores earned in their completed courses.

Prerequisite Qualifications

High School Degree in any specialization according to the University relevant Regulations and Bylaws

Required Average Grade for Admission

60%

Other Requirements

Requirements adopted by Sana’a University/ Faculty of Education

Program Coordinator

Dr. Bashir Ahmed Mufarreh

Date of Program Specification/


Latest Accreditation

2003

 

Department Mission

Cultivating highly qualified teachers in social studies (including Geography, History, Philosophy & Sociology) for both secondary and primary stages; and offering postgraduate programs (Master’s & PhD degrees) in Social Studies Curricula and Teaching Methods.

Department Aims

Aligned with the overarching aims of the Faculty of Education to cultivate proficient educators, the Department of Social Studies endeavors to achieve the following aims through its programs and curricula:

1. Providing pre-service training for teachers in Social Studies – encompassing Geography, History, Philosophy, and Sociology – for both secondary and primary education stages.

2. Developing postgraduate programs for Master’s and PhD degrees in line with Arab and international standards.

3. Contributing to the development of a quality system in both academic and administrative aspects.

4. Equipping students with the knowledge and skills necessary to perform their work efficiently and effectively upon graduation.

5. Empowering students to employ teaching methods and educational media in various educational settings.

Program Mission

Ensuring quality and excellence in the performance of Geography teachers in the field according to the best quality standards for professional and academic qualification; following an integrated approach that links theoretical knowledge with practical applications; and fostering collaboration among the Faculty, Department, and workplace in a way that qualifies them for outstanding teaching and job performance, all while aligning with established teaching and learning strategies.

Program Aims

  • The program seeks to achieve the following aims:

    1. Providing students with educational and geographical knowledge, concepts, and information, along with modern software and technical applications.

    2. Empowering students with professional competencies, problem-solving skills, critical and creative thinking abilities, and fostering a spirit of teamwork among teaching staff and students.

    3. Equipping students with computer skills to facilitate the use of Geographic Information System (GIS) software for processing geographical and statistical information and data.

    4. Developing students’ confidence in their competencies and skills to apply theoretical knowledge, mental abilities, and technical skills in their educational and professional practices.

    5. Encouraging students to pursue self-directed learning, continue professional development, foster reflection on their professional performance, and adhere to professional ethics.

Program References:

The program design and development were based on the following:

  1. Yemeni Universities Law and Executive Regulations, 2012.
  2. First level standards developed by the Council for Academic Accreditation and Quality Assurance, Ministry of Higher Education and Scientific Research, Republic of Yemen.
  3. Faculty of Education (Sana’a) Guide, 2003.
  4. Regulations and Outputs of the Academic Development and Quality Assurance Center, Sana’a University.
  5. Similar Accredited Programs in Universities at the International, Regional & National Levels, as follows:
  • Department of Social Studies, Ibb University, Yemen.
  • Department of Social Studies, Taiz University, Yemen.

Program Intended Learning Outcomes (PILOs):

First: Knowledge and Understanding

Upon successful completion of this program, graduates will be able to:

A1 Demonstrate knowledge and understanding of geographical concepts and terminology relevant to the course curriculum.

A2 Exhibit knowledge and understanding of teaching principles and strategies, applying them appropriately to their specialization.

A3 Select appropriate teaching methods and activities aligned with the learning outcomes of each course.

A4 Show knowledge and understanding of related educational topics, including Education Foundations, psychology, educational research, measurement and evaluation.

A5 Connect related sciences to History to the extent that enables them to pursue their specialization.

A6 Demonstrate knowledge and understanding of the key research methods in Geography, including procedures, tools, measurement methods, and educational technology.

A7 Show Knowledge and understanding of scientific research ethics and professional practice in the field of History.

A8 Demonstrate knowledge and understanding of historical concepts and terminology relevant to the course curriculum.

Second: Intellectual Skills

Upon successful completion of this program, graduates will be able to:

B1 Know and understand theories and schools of thought in Geography and GISs.

B2 Know geographical concepts, terms, and generalizations.

B3 Know and understand recent developments and trends in Geography, GISs, and remote sensing.

B4 Know and understand geographical and environmental phenomena, and effectively describe and explain them using Geography and GIS principles.

B5 Connect related sciences to Geography to the extent that enables them to pursue their specialization.

B6 Know and understand key research methods in Geography, including procedures, tools, measurement methods.

Third: Professional and Practical Skills

Upon successful completion of this program, graduates will be able to:

C1 Collect, analyze and use quantitative and qualitative geographical information using modern techniques such as GIS, remote sensing, and statistics.

C2 Develop appropriate lesson, module, and course plans.

C3 Conduct field research and geographical surveys.

C4 Employ modern technologies in geographical studies and research.

Fourth: General and Transferable Skills

Upon successful completion of this program, graduates will be able to:

D1 Utilize computer capabilities and modern technological media to communicate, view, and search for information.

D2 Effectively work in teams to complete collaborative projects.

D3 Communicate ideas clearly, both in written and oral forms.

D4 Proficiently deal in at least one foreign language, both speaking and writing.

D5 Efficiently solve academic or educational problems.

 

Curriculum Map

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Course Title

Sub-PILOs:

A1

A2

A3

B1

B2

B3

B4

C1

C2

C3

C4

D1

D2

D3

D4

1

Islamic Culture

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Arabic 1

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English 1

 

 

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4

Arab-Israeli Conflict

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5

Principles of Cartography

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6

Principles of Physical Geography

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7

Ancient History of Yemen

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8

Principles of Human Geography

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Arabic 2

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English 2

 

 

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National Culture

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12

Computer Skills

 

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13

Geography of World Continents

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14

Teaching and Learning Skills

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15

Population Geography

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16

Educational Psychology

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17

Curriculum Construction and Evaluation

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18

Foundations of Islamic Education

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19

Arab World Geography

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20

Islamic History of Yemen

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21

Fundamentals of GISs

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Soil Geography

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Developmental Psychology

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Fundamentals of Educational Research

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Electronic Learning Techniques & Media

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26

Islamic Education

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27

GIS Applications

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Classroom Management

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29

History of Islamic Thought

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30

Physical & Human Geography

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31

Distribution Maps

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32

Educational Measurement and Evaluation

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33

Practicum 1

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34

Physical & Human Geography of Yemen

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35

Teacher and Learner Ethics

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36

Practicum 2

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37

Political Geography

 

 

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38

Education System in Yemen

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39

Graduation Research

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40

Geography of Services

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Teaching Strategies:

Teaching Strategy

Description of how it will be used

Lectures

Lectures stand as one of the most prevalent teaching methods for conveying knowledge and elucidating theories. They serve to expound upon the theoretical aspects of the program courses to a sizable group of students within a classroom setting, facilitating opportunities for discussion, reading, commentary, and questioning. Typically, lectures are conducted for large groups of students ranging from 50 to 150 or more. They are a common feature in educational science courses, specialized subjects, and general culture.

Seminar

Seminars are an academic sessions to discuss research presented by a student or researcher for the purpose of evaluating the research or modifying its plan. They will be applied to graduation research.

Cooperative learning

Cooperative learning entails the organization of students into small groups, wherein they collaborate to accomplish tasks, engage in educational activities, or solve problems collectively. Each student actively participates in the activity, exchanging ideas and assuming various roles, while also assisting their peers in learning as per their individual abilities and capabilities. This strategy will be used in many of the program courses.

Brainstorming

Brainstorming is an educational technique that involves a group of students using the brain to collaboratively find a solution to a problem by collecting ideas that spontaneously come to their minds. The goal is to reach creative solutions.

Dialogues and discussions

Dialogues and discussions are encouraged by allowing students to pose questions during lectures, which are then answered either by the instructor or fellow students. This interactive strategy serves to strongly reinforce and clarify the lecture topics, enhance students’ engagement and comprehension, capture attention, and prevent boredom from setting in.

Problem-solving

Problem-solving is a teaching method that begins with a situation, question, or phenomenon that students observe but cannot understand. It raises questions in their minds as well as desires to find relevant solutions. The process commences by identifying and formulating the problem, followed by proposing potential solutions and evaluating their effectiveness. Finally, a solution is selected to be implemented and verified. This method is employed to address educational, personal, or societal issues that may be related to the curriculum topics. It primarily aims to cultivate critical thinking skills among students.

Graduation Project

The graduation project involves students being assigned or choosing a topic pertinent to their educational specialization, dealing with a field problem related to the elements of the educational process: teacher, student, curriculum, or the educational process itself.

Inquiry-based learning

Inquiry-based learning involves presenting students with real-world issues and problems and asking them to analyze and address them. It encourages high-level thinking skills among students.

Research

 

Research assignments involve a student or a group of students conducting in-depth studies on a topic relevant to the course, utilizing fundamental research skills. These assignments are expected to be a minimum of 20 pages in length, with their tools and components tailored to the nature of the topic and course material. Research assignments are predominantly utilized for graduation projects and in courses where instructors deem it necessary for students to engage in research activities.

Symposiums

Symposiums are primarily conducted with small groups of students, typically ranging from 20 to 30 participants, to facilitate enhanced opportunities for discussion and active participation in the educational process. In all courses, they are allocated one hour per week. (serving as an exercise)

Practical training

Practical training is implemented in courses that necessitate hands-on experience and application, including: Tajweed, learning and teaching strategies, grammar and morphology, computer skills, research fundamentals, and graduation research.

Microteaching

Microteaching employs authentic teaching situations in a simulated classroom environment, providing student teachers with opportunities to practice real-world teaching scenarios in a simplified setting. It will be used to train student teachers in the Practicum course 1.

 

Assessment Strategies:

Assessment Method

Its description (in which course it will be used and in which rate)

Written exams

Written exams, in their various formats and types, are conducted using traditional paper and pen methods, allowing students the opportunity to demonstrate their understanding of the course material they are studying through clarification, explanation, and discussion. These exams encompass different types of tests, including midterms and finals, tailored to the nature of the course.

Evaluation is based on a distribution of marks, with 50% allocated for semester work. This includes 20% for monthly and midterm exams, and 30% for attendance, activities, assignments, and research. The remaining 50% is allocated for the final exam.

It is noteworthy that, with the exception of Holy Quran courses, oral exams are the primary assessment tool.

Oral exams

Oral exams involve the examiner posing questions to the student verbally, who then provides face-to-face verbal responses. These exams measure comprehension, as well as knowledge and analytical skills. They are utilized to evaluate specific areas of achievement, such as Quran recitation, oral reading, presentations, speaking ability, pronunciation, etc. Oral exams serve as a formative assessment tool across courses and are particularly used for assessing Holy Quran courses and as the final assessment for the Tajweed course. In all courses except those related to the Holy Quran, oral exam scores contribute to the overall course work scores. However, in Holy Quran courses, oral exams are the primary assessment tool.

Report and research evaluation

Report and research evaluation strategy is implemented through various means such as short research papers, presentation reports, textbook analyses, and field observation reports. It is utilized in most courses, particularly in education-focused ones. It is also employed to evaluate graduation research projects, assessing students’ adherence to scientific methodology, research skills, ethical considerations, among others.

Observation

Observation is used to assess students’ performance during presentations and group work, with their scores being included as part of the coursework assessment.

Mark Distribution

Student’s performance in each course is assessed based on the evaluation procedures outlined in each course plan, as follows.

 100 marks is the maximum score for a two-credit-hour course.

 150 marks is the maximum score for a three-credit-hour course.

 

Program Study Plan

Total Credit Hours Required for Program Completion

139 Credit Hours, 61 Courses.

Distribution of Credit Hours and their Percentage out of the Program Total Credit Hours:

Requirements

Percentage

General cultural courses (University Requirements) and their percentage out of the program total credit hours

8 courses (17 Credit Hours) with a percentage of 13.33% out of the program total credit hours

Faculty courses (Faculty Requirements) and their percentage out of the program total credit hours

19 courses (39 Credit Hours) with a percentage of 31.67% out of the program total credit hours

Core specialization courses and their percentage out of the program total credit hours

34 courses (82 Credit Hours) with a percentage of 55.70% out of the program total credit hours

Field training and its percentage out of the program total credit hours

2 Credit Hours with a percentage of 1.29% out of the program total credit hours

Other Courses (if required) to be specified and justified, and their percentage out of the total credit hours Program

N/A

 

Admission Requirements:

Having successfully completed High School Degree with a minimal average of 60%.

Passing the Aptitude Test

Passing the Entrance Test

Passing the Personal Interview

Fulfilling any additional requirement specific to the specialization as determined by the academic department.

In addition to the conditions stipulated in the Student Affairs Regulations and the University’s laws in force.

 

Attendance and Program Completion Requirements:

The regulations and procedures governing student’s academic progression specify the conditions and rules for moving from one academic level to the next, as well as the guidelines for withdrawal from the program or transfer to another program within the same Faculty.

From Level One to Level Two

From Level Two to Level Three

From Level Three to Level Four

Attendance requirements dictate that students must attend a minimum of 75% of total classes for each course, as outlined in the Regulations.

 

Graduation Requirements:

Total Credit Hours Required for Graduation:  141 of credit hours.

Minimum marks to pass in each course in the Program:  50% of the total marks for each course

 

The Facilities & Equipment Required to Achieve the Program

‌ Learning Resources:

  •  Available library facilities housing necessary references for program implementation.
  • Available adequate teaching staff within the Department.

 

Laboratories, Facilities, Equipment and Learning Devices:

  • Accessible computer laboratories within the Faculty.
  • Available sufficient classrooms.
  • Available display screens or data show projectors.
  • Accessible workshop, laboratory and educational aids within the Faculty.

 

 

Program Assessment and Enhancement:

Targeted/ Assessed

Assessment Strategy

Sample

Final Year Students

Questionnaire + Interview

100 students

Graduates

Interview/ Questionnaire/ Observation

Non-predetermined (available participants)

Employers

Questionnaire/ Interview

Non-predetermined (available participants)

Teaching Staff

Questionnaire/ Interview

All instructors

External Evaluator

Interview/ Questionnaire