Vision of AUIS
The American University of Iraq, Sulaimani aspires to be the University of Choice in Iraq. Faculty, staff and students will thrive at AUIS because of its uniqueness in the region, its high standards, its open and innovative culture, and programs that aim to promote and preserve a peaceful and pluralistic Iraq with liberty and prosperity for all its citizens and for the entire region.
Mission Statement of AUIS
It is the objective of the university to produce graduates of responsible character with the necessary knowledge and skills for professional and national leadership. Students will be prepared for successful careers in a modern, pluralistic society and in a global environment. The educational programs of the university are designed to develop strength in critical thinking, the ability to communicate well, a strong work ethic, good citizenship and personal integrity.
Broad-based education, rooted in the American liberal arts tradition, as well as skill development, will be achieved at the university through teaching excellence, quality scholarship, and caring student services.
Mission Statement of APP
The mission of the American University of Iraq, Sulaimani (AUIS) Academic Preparatory Program is to prepare non-native English-speaking high school graduates to enter the AUIS undergraduate program by teaching them academic English and critical thinking skills and study habits. Our goal is to insure that upon completion of the Program, students have the necessary proficiency in English reading, speaking, and writing and awareness of academic cultural norms and expectations to succeed in their undergraduate studies at AUIS.
Core Values of AUIS
The core values of the university are freedom and responsibility, democracy, free expression and inquiry, equal opportunity, individual rights, tolerance, and honorable personal and professional behavior. These values apply equally to all members of the university community, including students, faculty and staff members, administrators, persons invited to participate at the university, and members of the Board of Trustees and advisory bodies. The university is, by design, an institution that is non-governmental, non-partisan, nonsectarian, independent, not-for-profit, and guided by the highest ethical standards. It is committed to integrity and the rule of law in all of its dealings with public officials and private interests. Academic freedom is a principle guaranteed in teaching, learning, and research in a manner identical to that found at regionally accredited colleges and universities in the United States. The university does not discriminate on the basis of gender, age, race, ethnicity, religion, occupation, politics, economic standing, or any other common human demographic factor in its admission of students or administration of the university or its policies.
Structure of APP
APP offers four levels of instruction in reading and writing, four levels of instruction in grammar, and two levels of Fundamentals for Academic Success (FAS). Grammar instruction involves drills, exercises, frequent quizzes, and interactive practice to ensure mastery. Grammar instruction is reinforced in writing classes, which involve almost daily in-class writing practice as well as creation of formal essays, reports, and short writing projects that emphasize, for example, paragraph development or patterns of organization.
Reading classes involve periods of sustained silent reading followed by discussion and quizzes testing comprehension, as well as reading aloud for practice in speaking and pronunciation. In listening and speaking classes, students engage in conversations in pairs, present oral reports to the class, or lead discussions about assigned topics. Students practice listening skills by watching informative videos (speeches, debates) and attending lectures that mimic the pattern of classes in the Academic Program.
Standard English for academic skills texts (as opposed to conversational, informal English) are supplemented in each subject area by activities and materials such as articles from contemporary journals and newspapers (writing and reading), short stories and novels (reading), and sentence diagramming (grammar). History and geography textbooks from U.S. high schools have been especially useful additions to reading classes.
Grades are important to students, but they are not the primary measure of their mastery of English. Daily class work, oral participation, attendance, writing exercises, university-sponsored lectures, workshops, and extracurricular activities all contribute to the development of students’ English abilities.
- Reading 1
- Grammar 1
- Writing 1
- Fundamentals for Academic Success 1
- Reading 2
- Grammar 2
- Writing 2
- Fundamentals for Academic Success 2
- Reading 3 (two sessions)
- Grammar 3
- Writing 3
- Reading 4 (two sessions)
- Grammar 4
- Writing 4