Students
attending the concert (from left to right): Ou Dane, In Chan
Bora, Kim Khemrin, Meak Chan Leakena, Tim Vutha, Nech
Monika, Reil Rathsatya, Thang Lily, Sry Kimhong
Not pictured:
Nhan Kongkearith, Lorn Lenghim, Rath Vathnak
CES Grows as
Program Develops
When Mr. Pay
Chheng How took over as the Center for English Studies (CES)
Director in June 2007, the center taught less than 100
students. In the past year and a half, the number of
students has increased nearly 10-fold, seeing more than 900
students each term.
Much of this
increase can be attributed to UC’s scholarship program,
which offered full, four-year tuition to more than 600
first-year students to begin their studies at UC in October
2008. According to How, however, much of the influx in the
number of students can be attributed to the updated CES
program, which has increased the center’s credibility and
reputation. Since June 2008, CES has updated its textbooks,
improved teacher qualifications, imposed stricter English
language assessments and increased the hours of learning per
student.
CES, which
operates on a system separate from the regular UC academic
schedule, is a required supplemental certificate program
that UC students must complete to prepare them for the
English used in their Bachelor's degree courses. Composed of
six levels that cover the basics of speaking, listening,
reading and writing, the program takes a year, or six
two-month terms, to complete. Upon completing the
certificate, students should be able to operate fluently in
English.
The stricter
attendance guidelines, as well as the increased requirement
on the number of tests and quizzes that the teachers must
give, has seemed to benefit the center, with about 90
percent of the students graduating successfully from the
program.
“When there are
tests, students work hard,” said How.
But much work
has gone into improving the overall quality of the program.
Here is a look at the ins and outs of CES.
A Focus on the
Basics
Reading and
writing are essential skills needed to become fluent in the
English language, and in the past year CES has made these
two aspects a priority, said How. Once students master the
speaking and listening skills that are taught in the first
two levels of the program, they move onto improving their
reading skills.
“We always
encourage students to read,” said How. In the intermediate
levels, students are required to read six selections from
Asian, European and American literature, such as Robinson
Caruso. To complement the readings and aid in the students’
understanding, the students also watch DVDs of the stories.
Then the
students move onto academic writing in the final two levels
of the program. CES recently introduced a new textbook
series, “Effective Academic Writing,” which has better
facilitated both the students and the teachers during the
learning process and has bridged the gap between basic
English and a B.A. program.
“When we first
introduced writing skills, it was difficult for both
teachers and students,” said How. “Now the teachers are more
comfortable with it, and it’s something that the students
have to learn.”
The Language Lab
As part of
required class assignments, students spend time in the
language lab to improve their comprehension and
pronunciation. They use two programs, the American designed
“Rosetta Stone” and “Tell Me More About English,” which
focuses on British English.
“The [computer]
programs not only improve their listening skills, but
improve their confidence in doing audio and visual
exercises,” How explained.
CES introduced
“Tell Me More About English” to the language lab during the
October 2008 term in order to offer a larger variety of
exercises to the students. It has become a favorite among
the students, he said.
Business English
In addition to
the normal English program, which heavily focuses on
academics, CES also offers a 16-month business English
program, geared toward people working in NGOs, in businesses
or with the government. There has yet to be a student
enrolled in the program, but How said the center hopes to
have its first student starting in the December 2008 term.
The program
offers coursework that teaches a more formal style of
writing and speaking that can be implemented in workplace
situations. Students will learn the correct way to write
business documents such as faxes, e-mails and memos, and how
to conduct telephone conversations and interviews using
formal English.
With classes
taught mainly native English speakers, students will engage
in group discussions and perhaps visit businesses outside
the classroom in order to put their formal English into
practice.
Foundation Year: Student Perspectives |
|
Entering
the foundation year at a university can pose many
exciting opportunities and challenges for new
students. Meeting new people and adjusting to city
life, as well as managing time with work and
studies, are just a few of the experiences
foundation year students face. This is a vital step
for students beginning their college careers.
The
University of Cambodia was among 33 universities to
receive a three-year accreditation from the
Accreditation Committee of Cambodia (ACC) for its
Academic Foundation Department (AFD), a high
achievement for a university that has been in
operation for only five years.
|
“This is one of
the most important offices of the university because if we
fail accreditation, we cannot run foundation year and can
only accept second year students,” said AFD Director, Dr. Y
Ratana.
In January 2009,
UC will begin the next review process for the foundation
department, where the ACC will scrutinize the curriculum,
facilities and human resources as well as interview students
and faculty. In the past three years, the department has
improved the program, such as making revisions to course
syllabi, by taking into account ACC recommendations.
As the
department administration focuses on improving the program
for the next three years, students Chin Vathana and Thang
Lily offer their impressions of UC and university life
during their first year at UC.
New Beginnings
When Vathana
began his first year at UC this October, working toward a
major in Business Management, he already had two years of
English Literature training from Pannasastra University
under his belt. However, leaving his family in Kampong Cham
Province, he has learned to adjust to city life. Not only
has he met new friends and rented an apartment, but he has
learned to use the technological conveniences not found in
the provinces.
“I’m from the
countryside, so I never used the Internet before,” he said,
explaining this has made his class assignments that require
Internet research a challenge. “I’m learning to use the
computer.”
He has found the
computer science course, one of the five compulsory courses
in which foundation year students must enroll, particularly
helpful and important in preparing for his Bachelor’s
program.
During the
students’ foundation year, UC also provides numerous
opportunities outside the typical coursework that encourage
the students grow intellectually and, as Lily puts it,
“learn about society.”
Pursuing her
degree in International Relations, Lily said she hopes to
one day work in Cambodia as a diplomat. Having the
opportunity to attend various ceremonies as well as the Asia
Economic Forum, has expanded her knowledge about her country
and the world.
The Foundation
Year Experience
Ranked in the
top three universities in Cambodia, UC has presented many
opportunities to new students, including offering
full-tuition scholarships to bright students proficient in
English and hiring faculty with an extensive knowledge base
to help guide their learning.
But with these
opportunities comes personal challenges that the students
must overcome. The rigor of the coursework and high
expectations from the professors leads the students to
question their abilities. Lily, for example, said she often
finds it difficult to remember all the points she needs to
make when giving oral presentations, and Vathana finds it
intimidating to answer questions in front of a class of
nearly 200. Add to that, all the coursework being done in
their second language, English, and university life proves
to be a huge adjustment.
“In foundation
year, you learn basics that will help you get your
Bachelor’s,” said Lily, cueing in on why the first year at
UC is so important. During their first two terms, the
students sharpen skills such as public speaking, research
and studying, that will help them during their four years at
UC.
Vathana found
in-class group work particularly helpful in meeting study
partners and learning about new cultures. As difficult as
the coursework can be, he refuses to give up.
“It’s difficult,
but if I want to be successful, I must study hard,” he said.
“I never give up.”
On Facilities
There’s no
denying that the cramped quarters of UC’s current facilities
are becoming even tighter as the UC student body grows each
term. While the new Phnom Penh campus is being constructed
at Sangkat Touk Thla and is expected to be completed by the
end of 2010, UC’s newest students have taken note on how the
current site has affected their learning.
“This afternoon
when we were studying, an ambulance went by and distracted
us,” Vanthana said. He commented that the current building
seems much smaller than other universities and because it
sits so close to the road, the noise of traffic causes a
disturbance as it filters into the classroom.
Both Lily and
Vanthana also noted that with such large class sizes and
with no facility to support the numbers, it’s difficult to
get one-on-one time with the professor and the room gets
hot.
“Everything will
be up to date and modern in the new building, which will
help,” said Lily. “And hopefully there will be classes of
less than 100 students.”
|