In Class Core Distinctions

High-up Learning Outcomes in Bloom’s Taxonomy

At AGU, we expect our students to engage with the assigned reading material and cases before coming to the class. Specifically, they are required to read the ‘Pre Class’ readings (PC) before the scheduled class time. The foundation level learning (e.g. knowledge and understanding in Bloom's Taxonomy) should be acquired during individual class preparation which is expected to be around two hours for each class. This includes recalling previous knowledge and being able to restate the problem in their own words. In class, the instructors should be prepared to facilitate higher-level learning like application, analysis, critical thinking, and so on. We also encourage our students to participate in advanced-level discussions, which involve evaluating ideas, generating new ideas, and proposing solutions to problems. Assignments and assessments at AGU will incorporate both fundamental and higher levels learning objectives to ensure that students are challenged and engaged at every step of the learning process. For instance, the quizzes, midterm, and finals can have separate sections for conceptual understanding (like conceptual MCQs or short questions and application (case studies and simulations)

Upfront Intensive Boot Camp Style Course Of Around 3 Weeks

At AGU, we understand that our programs attract students with diverse backgrounds, levels of expertise in different fields of study, and a range of skill sets. To ensure that all students are equipped with the necessary tools to succeed, we offer intensive boot camp courses to kick off the degree program. These boot camps are designed to provide an accelerated learning experience, typically lasting 3-4 weeks that will help students develop the skills and knowledge needed to thrive at AGU. By immersing students in a rigorous and fast-paced environment, the boot camps help students understand the level of effort and workload required to successfully complete their degree at AGU. The goal is to empower students with the confidence and preparation needed to fully engage with their academic pursuits and succeed in their chosen fields.

1. Group storming, forming, norming, and performing
2. Setting expectations
3. Sense of achievement initially, inspiration for the rest of life;
4. Having a high perception of their capabilities once they go through the intensive boot camp
5. Values immersion and alignment ‘abd (servant of Allah), ummati (follower of the Prophet Muhammad (PUBH), integrity, discipline, punctuality, collegiality)
6. Forming high-intensity work-ethics

Integrating Carefully Crafted Online Learning Resources

AGU recognizes the value of providing students with online learning resources that complement and reinforce the knowledge delivered in our in-class lectures. To ensure that our students have access to the expertise of subject matter experts and teachers from around the world, we have developed a range of carefully crafted online resources that serve as a supplement to our class lectures. These resources are designed to enhance and reinforce key concepts and skills, and are available to our students at any time, from anywhere.

Real-Time Ongoing Assessments

Assessments are a crucial component of the learning process, and at AGU, we believe in the value of ongoing, real-time assessment methods rather than relying solely on end-of-semester exams. To that end, our assessment approach is designed to provide a more comprehensive and accurate measure of student learning. The final exam at AGU comprises only 40% of the overall assessment weight, with the remaining 60% distributed among a variety of assessment methods. These include class assignments that align with the intermediate and advanced levels of Bloom’s taxonomy, quizzes that may be administered unexpectedly, class presentations, and class participation. By utilizing multiple assessment methods, we aim to provide students with a more well-rounded and complete evaluation of their progress and understanding of the course material.

Highly Participant-Centered

AGU is committed to enhancing the quality of knowledge delivered in-class lectures. Therefore, we are developing a participant-centered model where students will be required to play an active and fully engaged role in the classroom. This approach fosters a collaborative and interactive learning environment, where students can share their knowledge, ask questions, and provide feedback. Under our participant-centered model, students will come to class prepared to discuss the topic at hand. During class, we encourage students to engage in productive discussions with their peers and provide their insights and opinions. The instructor will facilitate the discussion, ensuring that all students have an opportunity to contribute and learn from each other. In conclusion, our participant-centered model represents a significant shift from traditional teaching methods that rely solely on the teacher's expertise.

Embedding Consulting Projects Targeting Real-Life Business And Industry Problems

AGU believes in a real-life problem-solving and industry-driven learning approach. We aim to offer our students the opportunity to actively participate in research projects related to the real-world problems faced by businesses and industries. This approach provides students a chance to apply theoretical concepts in a practical setting. By embedding consulting projects into the curriculum, students can gain valuable experience in analyzing business and industry problems, identifying potential solutions, and implementing their recommendations. Moreover, working on real-world projects can help students understand the practical implications of their academic learning and how it can be applied to real-world situations.

Incorporating The Latest Conversations On The Topics In Press/Media And Research

At AGU, we aim to incorporate current discussions from print and electronic media in the class and to relate them with the theories being taught in the class. Moreover, we also believe that keeping up-to-date with the latest research in academia is crucial to develop a deep understanding of various topics. As such, we assign related articles published in well-reputed, peer-reviewed research journals to our students. This approach not only enhances their knowledge and understanding but also helps them to refine their academic writing skills, identify potential research gaps, and write their research articles.