Economic Fishes and crustaceans

ATTACHMENT 2 (e)

 

Course Specifications
 
 
 
 
Kingdom of Saudi Arabia
 
The National Commission for Academic Accreditation & Assessment
 
 
 
 
 
 
 
 
 
 
Course Specifications
(CS)
ZOO 425: Economic Fishes and crustaceans
Zoology Department
College of Science
King Saud University
 
 
 
 
 
 
 
 
 

Course Specifications
 
 

Institution                                                                        Date of Report
                           King Saud University                                 

College/Department  College of Science / Zoology  Department

 
A. Course Identification and General Information
 

1.  Course title and code:  Economic Fishes and crustaceans (ZOO 425)
 

2.  Credit hours  2.0 (1+1)

3.  Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Bachelor degree in Zoology program

4.  Name of faculty member responsible for the course
 

5.  Level/year at which this course is offered  Eight level

6.  Pre-requisites for this course (if any)
Ichthyology (ZOO : 320)

7.  Co-requisites for this course (if any)
None

8.  Location if not on main campus
 

9.  Mode of Instruction (mark all that apply)
 

 

a. Traditional classroom                                              What percentage?
 

 

b. Blended (traditional and online)                             What percentage?
 

 

c.  e-learning                                                               What percentage?
 

 

d. Correspondence                                                       What percentage?
 

 

f.   Other                                                                      What percentage?
 
 
Comments:
 
 
 
 
 
 

 

 
B  Objectives 
 

1.  What is the main purpose for this course?

• Basics of fish and crustacean biology. 
• Characteristics of fishes and crustaceans cultured in KSA.
• Basics of aquaculture.
• Reproduction and lifr cycle of selected fishes
• Economic fishes and crustacean

 
 

2.  Briefly describe any plans for developing and improving the course that are being implemented.  (e.g. increased use of IT or web based reference material,  changes in content as a result of new research in the field)

• Annual review of course by departmental study plann committee.
• Updating the course with the latest developments in the field and using internet materials.
• Updating practical sessions with new experiments and slides.

 
 

C.  Course Description (Note:  General description in the form to be used for the Bulletin or handbook should be attached)
 

1. Topics to be Covered
List of Topics	No. of Weeks	Contact Hours
Introduction of fish and crustacean	1
Fresh, marine and brackish water fish	2
Important fish that can hatching and culture in KSA	2
Breeding and life cycle for selective fish	2
Breeding and life cycle for selective crustaceans	2
General basics of breeding fishes and crustacean	2
Stages of aquaculture	2

 

 

2.  Course components (total contact hours and credits per semester):
	Lecture	Tutorial	Laboratory	Practical	Other:	Total
Contact Hours	28			28
Credit

 

3. Additional private study/learning hours expected for students per week.  45

 

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy

 
Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning, assessment, and teaching.
 
The National Qualification Framework provides five learning domains. Course learning outcomes are required. Normally a course has should not exceed eight learning outcomes which align with one or more of the five learning domains. Some courses have one or more program learning outcomes integrated into the course learning outcomes to demonstrate program learning outcome alignment. The program learning outcome matrix map identifies which program learning outcomes are incorporated into specific courses.  
 
On the table below are the five NQF Learning Domains, numbered in the left column.
 
First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. Fourth, if any program learning outcomes are included in the course learning outcomes, place the @ symbol next to it.
 
Every course is not required to include learning outcomes from each domain.

 

	NQF Learning Domains  And Course Learning Outcomes	Course Teaching Strategies	Course Assessment Methods
1.0	Knowledge
1.1	Understanding basics of fish Biology and crustaceans.	Lectures are given using PowerPoint presentation and illustrations	Midterm and final exams
1.2	Define characteristics of fishes and crustaceans cultured in KSA.	Practical studies.	Evaluation of Reports.
1.3	Determine general basics of aquaculture.	Reports and Oral presentations.	Evaluation of lab reports and examinations
1.4	Recognise economic fishes and crustacean.
2.0	Cognitive Skills
2.1	Ability to recognising different fish species.	Using illustrations	Midterm and final exams.
2.2	Laboratory samples of fish aquaria.	Laboratory training.	Evaluation of lab reports and examinations.
2.3	Knowledge of lab equipments requirements for fish culture	Activities and reports.	Evaluation of of activities
3.0	Interpersonal Skills & Responsibility
3.1	To be able to work in a team to collect specific information	Use of power point presentation and embryonic	Assessment of student contribution in lab
3.2	To be able to discuss results of work in groups.	Experimental laboratory training.	Evaluation of the obtained lab results
3.3		Watching student in the practical classes
4.0	Communication, Information Technology, Numerical
4.1	Ability to work in a team to collect information and present such information.	Encouraging students to submit activities and assignments	Evaluating of practical studies carried out by students
4.2	Ability to use computers and internet for research purposes.		Evaluating activities and assignments
5.0	Psychomotor
5.1	Not applicable	Not applicable	Not applicable
5.2

                         
Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching

NQF Learning Domains	Suggested Verbs
Knowledge	list, name, record, define, label, outline, state, describe, recall, memorize, reproduce, recognize, record, tell, write
Cognitive Skills	estimate, explain, summarize, write, compare, contrast, diagram, subdivide, differentiate, criticize, calculate, analyze, compose, develop, create, prepare, reconstruct, reorganize, summarize, explain, predict, justify, rate, evaluate, plan, design, measure, judge, justify, interpret, appraise
Interpersonal Skills & Responsibility	demonstrate, judge, choose, illustrate, modify, show, use, appraise, evaluate, justify, analyze, question, and write
Communication, Information  Technology, Numerical	demonstrate, calculate, illustrate, interpret, research, question, operate, appraise, evaluate, assess, and criticize
Psychomotor	demonstrate, show, illustrate, perform, dramatize, employ, manipulate, operate, prepare, produce, draw, diagram, examine, construct, assemble, experiment, and reconstruct

 
 

Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows:
 
Consider          Maximize              Continue           Review            Ensure          Enlarge               Understand
Maintain              Reflect                   Examine           Strengthen       Explore         Encourage          Deepen                       
 
Some of these verbs can be used if tied to specific actions or quantification.
Suggested assessment methods and teaching strategies are:
 
According to research and best practices, multiple and continuous assessment methods are required to verify student learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos, graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning contracts, antidotal notes, artwork, KWL charts, and concept mapping.
 
Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and the intended learning outcomes. Teaching methods include:  lecture, debate, small group work, whole group and small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student learning activities.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

5. Schedule of Assessment Tasks for Students During the Semester
	Assessment task (e.g. essay, test, group project, examination, speech, oral presentation, etc.)	Week Due	Proportion of Total Assessment
1	Reports -  activities homework	3-6-8	10%
2	Midterm Exam.	9	10%
3	Lab. Report	12	5%
4	Lab. Exam.	13	25%
5	Final Exam.	15	50%

 

 
D. Student Academic Counseling and Support
 

1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week)
 

• The supervision done by the staff member over lab. Sessions.
• Office hours 7 hr/ week

 

 
E. Learning Resources
 

1. List Required Textbooks
     (Books in Arabic)
-1- أ.د. أحمد عبدالوهاب برانيه ، عبد الرحمن عبداللطيف الجمل ، محيى السعيد عيسى ، محمد فتحي عثمان ، شريف شمس الدين صادق (1996) الأسس العلمية والعملية لتفريخ ورعاية الأسماك والقشريات في الوطن العربي ، الجزء الأول ، الجزء الثاني ، الدار العربية للنشر والتوزيع ، القاهرة ، جمهورية مصر العربية.
2- Huet, M. (1972). Textbook of fish culture, Breeding and Cultivation of fish. Fishing News (book). Ltd.
 
 

2. List Essential References Materials (Journals, Reports, etc.)
Bone et al., (1999). Biology of fishes (2nd edition). Stanley Thornes (Publisher).
 

3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)
 
 

4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.)
 
 

5. Other learning material such as computer-based programs/CD, professional standards or regulations and software.
Microsoft office package
 
 
 

 
F. Facilities Required
 

Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.)

1.  Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)

• Modern lecture rooms equipped with audio – visual facilities.
• Advanced laboratories.

 
 
 
 

 

2. Computing resources (AV, data show, Smart Board, software, etc.)
 
 
 
 
 

3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list)
Microscopes – slides – incubators – autoclaves –water baths – Water quality measurements- fish aquaria safety facilities.
 

 
G   Course Evaluation and Improvement Processes
 

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

• Course evaluation by students.
• Interview of some new students.

 

2  Other Strategies for Evaluation of Teaching by the Program/Department Instructor

• Peer consultation by departmental specialised committee.
• Self-evaluation of the programme.

 
 
 
 

3  Processes for Improvement of Teaching

• Installation of modern microscopes and digital labs
• Implementation of suggestions by departmental specialised committee.

 

4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent  member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)

• When required, reviewing assessments by a special committee from the department.

 
 

 

5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.

• Comparison of the course and equivalent courses giving in Zoology departments at some university.
• Reviewing course topics annually by the departmental specialised committee.
• Updating courses with new topics in the field.
• Improving the teaching methods for the course using evaluation made by students.

 
 

 
 
Faculty or Teaching Staff: _____________________________________________________________
 
Signature: _______________________________     Date Report Completed: ____________________
 
Received by: _____________________________     Dean/Department Head
 
Signature: _______________________________     Date:  _______________