1. Quality Enhancement Cell Shah Abdul Latif University, Khairpur Awareness Session for the PT Members Prof. Dr. A. Razak Mahar Director Quality Enhancement Cell Shah Abdul Latif University Khairpur Contacts: dr.razakmahar@gmail.com 0300-931-9207, 0243-9280379

2. Introduction: QEC Established by HEC, Islamabad from July 2006-09 Three phases! In 1 st phase: 2006-07 (10) 1) University of Karachi 2) University of Agriculture, Faisalabad 3) Liaqat University of Medical& Health Sciences, Jamshoro 4) University of Azad Jammu & Kashmir 5) University of the Punjab, Lahore 6) University of Engineering & Technology, Lahore 7) University of Peshawar, Peshawar 8) University of Balochistan, Quetta 9) Q. Azam University, Islamabad 10) National University of Science & Technology, Rawalpindi

3. In 2 nd phase: 2007-08 ( 20) 1) Alama Iqbal Open University, Islamabad. 2) COSAT Institute of Technology, Islamabad. 3) National University of Moderen Languages, Islamabad. 4) Fatima Jinnah Women University, Rawalpindi 5) University of Arid Agriculture, Rawalpindi. 6) University of Sarghoda, Sarghoda. 7) Bahauddin Zakariya University Multan. 8) University of Veterinary & Animal Sciences, Lahore. 9) Govt. College University, Lahore. 10) Govt. College University Faisalabad.

4. 11) NWFP University of Engineering & Technology, Peshawar 12) NFWP University of Agriculture, Peshawar 13) Frontier Women University, Peshawar 14) Kohat University of Science & Technology, Kohat. 15) Dow University of Health Sciences, Karachi. 16) Mehran University of Engineering & Technology, Jamshoro. 17) University of Sindh, Jamshoro. 18) Sindh Agricultural University, Tando Jam. 19) Q. Awam University of Engineering & Technology, Nawabashah. 20) Balochistan University of Information Technology & Management Sciences, Quetta. 11) NWFP University of Engineering & Technology, Peshawar 12) NFWP University of Agriculture, Peshawar 13) Frontier Women University, Peshawar 14) Kohat University of Science & Technology, Kohat. 15) Dow University of Health Sciences, Karachi. 16) Mehran University of Engineering & Technology, Jamshoro. 17) University of Sindh, Jamshoro. 18) Sindh Agricultural University, Tando Jam. 19) Q. Awam University of Engineering & Technology, Nawabashah. 20) Balochistan University of Information Technology & Management Sciences, Quetta. 2 nd phase: 2007-08 Continued: …

5. In 3 rd phase: 2009-10 (15) 1) International Islamic University, Islamabad. 2) Bahria University, Islamabad 3) Balochistan University of Engineering & Technology, Khuzdar. 4) Sardar Bahadur Khan Women University, Quetta. 5) Gomal University, D.I. Khan. 6) Hazara University, Dodhial, Mansehra. 7) Khyber Medical University, Peshawar. 8) Islamia University, Bahawlpur. 9) Lahore College for Women University, Lahore. 10) University of Education, Lahore. 11) University of Gujrat, Gujrat. 12) University of Health Sciences, Lahore. 13) NED University of Engineering & Technology, Karachi. 14) Shah Abdul Latif University, Khairpur 15) Sukkur Institute of Management Sciences, Sukkur.

6. Thought Process of these Cells is to “Improve the Quality of Education” ==========

7.  WHY? Need to exist in the Global World. Need to exist in the Global World. Local & International Competition. Local & International Competition. Enhance students’ learning ability. Enhance students’ learning ability. Improve and maintain academic standards. Improve and maintain academic standards. Because QEC Tells; Because QEC Tells; Who is Doing? Who is Doing? What He/She is doing? What He/She is doing? How is He/She doing that? How is He/She doing that? To whom He/She is responsible for that? To whom He/She is responsible for that?

8. Its Team Work !

9. STUDENTSTEACHERS Major Role CHAIRMEN Attendance CELLQEC Director ORIC KEY Figure VICE CHANCELLOR & Supporting units Controller of Examination DF & Registrar DEAN Main Characters

10. If ALL join hand to hand, No more Target is Far!

11. Self Assessment : (SA) What is SA? What is SA? Self assessment is an assessment to be submitted by ALL Departments. Self assessment is an assessment to be submitted by ALL Departments. To assess whether programs meet the educational Objectives & Outcomes. To assess whether programs meet the educational Objectives & Outcomes.

12. SA continued… SA is a systematic process of gathering, reviewing and using important quantitative and qualitative data and information from multiple and diverse sources about educational programs. SA is a systematic process of gathering, reviewing and using important quantitative and qualitative data and information from multiple and diverse sources about educational programs.

13. Objective of Self Assessment Improve and maintain academic standards. Improve and maintain academic standards. Enhance students' learning. Enhance students' learning. Verify that the existing programs meet their objectives and institutional goals. Verify that the existing programs meet their objectives and institutional goals.

14. Outcomes OF SELF ASSESSMENT Provide feedback from S tudents, F aculty, E mployers and A lumni and enable universities to improve quality and respond effectively to the market needs. Provide feedback from S tudents, F aculty, E mployers and A lumni and enable universities to improve quality and respond effectively to the market needs. Facilitate to enhance the quality of program. Facilitate to enhance the quality of program.

15.  QEC is responsible for planning, coordinating and following up on the self-assessment (SA) activities  The steps of the procedure for SA are as follows: Self Assessment Procedure:

16. Self Assessment Procedure …… The QEC initiates the SA one semester prior to the end of the assessment cycle through the Vice Chancellor / Rector Office in which the program is offered. The QEC initiates the SA one semester prior to the end of the assessment cycle through the Vice Chancellor / Rector Office in which the program is offered.

17. Self Assessment Procedure …… Upon receiving the initiation letter, the department shall form a Program Team (PT). The PT will be responsible for preparing a Self-Assessment Report (SAR) Upon receiving the initiation letter, the department shall form a Program Team (PT). The PT will be responsible for preparing a Self-Assessment Report (SAR)

18. What a Program Team is?: A group of Faculty A group of Faculty Nominated by the Head of the Institute/ Department. (HoD) Responsible for the actual working of SAR. Responsible for the actual working of SAR.

19. Mechanism of PT Formation: Sending a request letter to the HoD for the nomination of 2-3 faculty members. Sending a request letter to the HoD for the nomination of 2-3 faculty members. Having good drafting and analytical skills with excellent command over written communication. Having good drafting and analytical skills with excellent command over written communication.

20. PT Formation….. Provision of Registration Form to the nominees (See Annexure A) Provision of Registration Form to the nominees (See Annexure A) Keeping the record of their contact details as given in the form. Keeping the record of their contact details as given in the form.

21. Role & Responsibilities of PT: Holding a meeting with QEC to explain what they are expected to do. Holding a meeting with QEC to explain what they are expected to do. To attend the QEC meetings as and when required. To attend the QEC meetings as and when required. To ensure that Self Assessment Mechanism is being implemented as per the given guidelines. To ensure that Self Assessment Mechanism is being implemented as per the given guidelines.

22. Role & Responsibilities of PT…… To collect and document all the information required to fulfill the prescribed standards under each criterion. To collect and document all the information required to fulfill the prescribed standards under each criterion. To provide justification for each standard if it is not APPLICABLE. To provide justification for each standard if it is not APPLICABLE.

23. Role & Responsibilities of PT ….. To prepare drafts of the SAR on the given Dead Line and send them to QEC for timely feedback. To prepare drafts of the SAR on the given Dead Line and send them to QEC for timely feedback. To keep the record of all the supporting documents addressing various standards of the SAR. To keep the record of all the supporting documents addressing various standards of the SAR.

24. Role & Responsibilities of PT ….. To circulate all the applicable feedback forms to the target stakeholders and include the analysis of the same in the SAR. To circulate all the applicable feedback forms to the target stakeholders and include the analysis of the same in the SAR.

25. Role & Responsibilities of PT ……. To coordinate with other departments and faculty members as and when required for the completion of the SAR To coordinate with other departments and faculty members as and when required for the completion of the SAR

26. Self Assessment Procedure…… The department shall submit the SAR to the QEC through the concerned Dean/HoD. The department shall submit the SAR to the QEC through the concerned Dean/HoD. The QEC reviews the SAR within one month to ensure that it is prepared according to the required format. The QEC reviews the SAR within one month to ensure that it is prepared according to the required format.

27. Self Assessment Procedure……. The Vice Chancellor / Rector forms a program Assessment Team (AT) in consultation with the QEC recommendations within one month. The Vice Chancellor / Rector forms a program Assessment Team (AT) in consultation with the QEC recommendations within one month.

28. Self Assessment Procedure….. The AT comprises of 2-3 faculty members from within or outside the university. The AT must have at least one expert in the area of the assessed program. The AT comprises of 2-3 faculty members from within or outside the university. The AT must have at least one expert in the area of the assessed program.

29. Self Assessment Procedure…….. The QEC plans and schedules the AT visit period in coordination with the department that is offering the program. The QEC plans and schedules the AT visit period in coordination with the department that is offering the program. The AT conducts the assessment, submits a report and presents its findings in a meeting that shall be attended by the QEC, Dean, PT and faculty members. The AT conducts the assessment, submits a report and presents its findings in a meeting that shall be attended by the QEC, Dean, PT and faculty members.

30. Self Assessment Procedure…….. Self Assessment Procedure…….. The QEC shall submit an executive summary on the AT findings to the Vice Chancellor / Rector. The QEC shall submit an executive summary on the AT findings to the Vice Chancellor / Rector. The Department shall prepare and submit an implementation plan to QEC based on the AT findings. The Department shall prepare and submit an implementation plan to QEC based on the AT findings.

31. Self Assessment Procedure…… The plan must include: The plan must include: AT findings AT findings Suggested corrective actions Suggested corrective actions Implementation Date (Tentative) Implementation Date (Tentative) Responsible Body Responsible Body Resources Required ( See Table 1 ) Resources Required ( See Table 1 )

32. AT findings CorrectiveAction Implementation Date ResponsibleBodyResourcesNeeded 1 2 3 Chairman's Comments Name & Signature Dean’s Comments Name & Signature QEC Comments Name & Signature Table 1. Assessment Results Implementation Plan Summary

33. Self Assessment Procedure…… The QEC shall follow up on the implementation plan to ensure departments are adhering to the implementation plan. The QEC shall follow up on the implementation plan to ensure departments are adhering to the implementation plan. The academic department shall inform the QEC each time a corrective action is implemented. The academic department shall inform the QEC each time a corrective action is implemented.

34. Self Assessment Procedure……… QEC shall review the implementation plan once a semester to assess the progress of implementation. QEC shall review the implementation plan once a semester to assess the progress of implementation.

35. EXPECTED OUTCOMES OF SELF ASSESSMENT  To be proactive than being reactive during the conduct of a program  Systematize the process of assessment  To get current with academic good practices  Help in preparing good professionals of future  Initiate improvements to achieve academic excellence

36. BENEFITS OF SELF ASSESSMENT  Self Assessment will:  Provide feedback from students, faculty, employers and alumni and will enable universities to improve quality and respond effectively to the market needs  Imply dedication from faculty members and commitment from university administration  Establish measurable objectives and evaluate their outcomes to assess if programs meet the educational objectives  Facilitate to enhance the quality of program

37. QEC initiates SA through the Dean one semester prior to the assessment Department forms the PT that will be responsible for preparing SAR QEC reviews the Documentation within one month SAR Complete The Vice Chancellor / Rector forms the AT in consultation with the concerned dean based on the recommendation of the QEC YES NO

38. QEC plans and visit The AT conducts assessment and presents its findings to QEC, Dean, PT and dept. faculty The QEC submits an executive summary to the Vice Chancellor / Rector Department prepares implementation plan as in Follow up of the implementation plan by QEC Legend · QEC: Quality Assurance Committee · PT: Program Team · SA: Self Assessment · SAR: Self Assessment Report

39. Self Assessment Criteria: 1.  Program Mission, Objectives & Outcomes. Standards: 4 2. Curriculum Design & Organization Standards: 7 3. Laboratories and Computing Facilities Standards: 3 4. Student Support & Guidance Standards: 3 5. Faculty Standards: 5 6. Process Control Standards: 3 7. Institutional Facilities Standards: 3 8. Institutional Support Standards: 3 PROFORMA (10)

40. PROGRAM MISSION STATEMENT The mission statement must be a distinctive description of a program that identifies what the program is, what it does, and for whom it does?

41. CHARACTERISTICS OF PROGRAM MISSION STATEMENT CHARACTERISTICS OF PROGRAM MISSION STATEMENT Brief, concise, distinctive Clearly identifies the program’s purpose Clearly aligns with mission of the school & the university Explicitly identifies the primary stakeholders of the program: i.e., students, faculty, parents, etc. 41

42. GENERAL FORMAT OF PROGRAM MISSION STATEMENT The mission of the program is to [insert primary purpose] by providing [insert essential functions/activities of the program] 42

43. EXAMPLES OF PROGRAM MISSION STATEMENT Engineering Program: Engineering Program: “ The mission of the Department of Electrical Engineering is to offer an EE undergraduate program that augments the liberal education expected of all Stanford undergraduates and imparts a basic understanding of electrical engineering built on a foundation of physical science, mathematics, computing, and technology. Graduates of the undergraduate program are expected to possess knowledge of the fundamentals of electrical engineering and of at least one specialty area. The graduates are expected to have the basic experimental, design, and communication skills to be prepared for continued study at the graduate level or for entry level positions that require a basic knowledge of electrical engineering, science, and technology”. Stanford University Cont’d…

44. EXAMPLES OF PROGRAM OBJECTIVES Engineering Program Technical Knowledge Provide a basic knowledge of electrical engineering principles along with the required supporting knowledge of mathematics, science, computing, and engineering fundamentals. The program must include depth in at least one specialty area, currently including Computer Hardware, Computer Software, Controls, Electronics, Fields and Waves, and Communication and Signal Processing. Laboratory and Design Skills Develop the basic skills needed to perform and design experimental projects. Develop the ability to formulate problems and projects and to plan a process for solution taking advantage of diverse technical knowledge and skills. 44

45. EXAMPLES OF PROGRAM OBJECTIVES Engineering Program (Cont’d): Communications Skills 1. Develop the ability to organize and present information and to write and speak effective English. 2. Preparation for Further Study 3. Provide sufficient breadth and depth for successful subsequent graduate study, post-graduate study, or lifelong learning programs. Preparation for the Profession 1. Provide an appreciation for the broad spectrum of issues arising in professional practice, including teamwork, leadership, safety, ethics, service, economics, and professional organizations. Stanford University 45

46. EXAMPLES OF PROGRAM OBJECTIVES Business Administration Program Excellence in teaching and research that: Makes an impact in the business community, Makes an impact in the business community, Challenges our students intellectually to achieve personal growth Constructive interactions with the business community regionally, nationally and internationally Ethical business behavior, accountability, transparency, and social responsibility Respect for the values of stakeholders Lakehead University 46

47. EXAMPLES OF PROGRAM OBJECTIVES Medical Program Medical Program As a measure of their competence, every graduate of the Johns Hopkins University School of Medicine will:  Apply scientific principles and a multidisciplinary body of scientific knowledge to the diagnosis, management, and prevention of clinical problems.  Understand the variation in the expression of health and disease through critical evaluation of biomedical research. 47

48. EXAMPLES OF PROGRAM OBJECTIVES Medical Program (Cont’d) Medical Program (Cont’d)  Obtain a sufficient level of medical knowledge to understand the basic facts, concepts, and principles essential to competent medical practice.  Exhibit the highest level of effective and efficient performance in data gathering, organization, interpretation and clinical decision making in the prevention, diagnosis, and management of disease. John Hopkins Medical School John Hopkins Medical School 48

49. EXAMPLES OF PROGRAM OBJECTIVES Agricultural Program To provide a scientific base for the proper understanding and appreciation of the applied subjects of Agriculture, Animal Sciences, Veterinary Sciences, Home Science and Agricultural Engineering To impart training in order to equip the students in Basic Sciences, both at UG and PG levels, with knowledge which has application in agriculture To perform integrated functions of Resident Instruction, Research and Extension in all the disciplines of Basic Sciences and Humanities To promote inter-disciplinary Resident Instruction, Research and Extension Education program in the Punjab Agricultural University Punjab Agricultural University 49

50. EXAMPLES OF PROGRAM OBJECTIVES Department of Chemistry Graduates will possess fundamental and practical knowledge of unit calculations pertaining to scientific reasoning. Describe chemical phenomena at the atomic and molecular level. Majority of graduates will continue in the learning experience as their life proceeds. Possess a command of the four sub disciplines of chemistry and a knowledge of the literature available in each. Graduates will possess the knowledge needed to interpret data presented by modern chemical instrumentation. Graduates should have the ability to understand and duplicate experiments given in the chemical literature. Graduates will have an understanding of their ethical and professional responsibilities as a scientist and chemist as well as an awareness of the contemporary societal and global issues facing chemists. 50

51. PROGRAM OUTCOME The product or endeavors of a higher education program including student learning and skills development, research outputs and contributions to the wider society locally or internationally

52. EXAMPLES OF PROGRAM OUTCOMES 52 Engineering Program: 1.Practice the mechanical engineering disciplines successfully within community accepted standards 2.Acquire teamwork and communications skills to develop a successful career in mechanical engineering 3.Fulfill professional and ethical responsibilities in the practice of mechanical engineering, including social, environmental and economical considerations. Cont’d…

53. EXAMPLES OF PROGRAM OUTCOMES… 53 Engineering Program 4.Engage in professional service, such as participation in professional society and community service 5. Engage in life-long learning activities, such as graduate studies or professional workshops 6. Develop a professional career in the prevailing market that meets personal goals, objectives and desires StanfordUniversity, College of Engineering

54. EXAMPLES OF PROGRAM OUTCOMES 54 Medical Program Demonstrate professionalism in regards to ethical and responsible behavior; Demonstrate effective interpersonal skills with patients, physicians, and co-workers; Demonstrate competent written and medical terminology skills; Apply administrative policies and procedures effectively in the performance of duties; Apply clinical policies and procedures effectively in the performance of duties; Apply ethical and legal policies and procedures effectively in the performance of duties; Adapt methods and techniques to the individual needs or capabilities of patients; Cont’d…

55. EXAMPLES OF PROGRAM OUTCOMES 55 Medical Program (Cont’d) Perform scheduling of appointments, tests and admissions Organize medical records Perform accounts receivable, billing and collection procedures Perform procedural and diagnostic coding Demonstrate handling and disposing of regulated medical waste Ability to respond to verbal and written communication Demonstrate professionalism within the legal and ethical boundaries of the medical assisting profession Perform routine maintenance of administrative and clinical equipment Cont’d…

56. EXAMPLES OF PROGRAM OUTCOMES 56 Agricultural and Mechanical Engineering An ability to apply current knowledge and adapt to emerging applications of mathematics, science, engineering and technology, An appropriate mastery of the knowledge, techniques, skills and modern tools of their disciplines, An ability to conduct, analyze and interpret experiments and apply experimental results to improve processes, An ability to apply creativity in the design of systems, components or processes appropriate to program objectives,

57. EXAMPLES OF PROGRAM OUTCOMES 57 An ability to function effectively on teams, An ability to identify, analyze and solve technical problems, An ability to communicate effectively, A recognition of the need for, and an ability to engage in lifelong learning, Cont’d…

58. EXAMPLES OF PROGRAM OUTCOMES 58 An ability to understand professional, ethical and social responsibilities, A respect for diversity and a knowledge of contemporary professional, societal and global issues, and A commitment to quality, timeliness, and continuous improvement. Florida Agricultural & Mechanical University

59. EXAMPLES OF PROGRAM OUTCOMES 59 Chemistry Program Have firm foundations in the fundamentals and application of current chemical and scientific theories Are able to design, carry out, record and analyze the results of chemical experiments Are able to use modern instrumentation and classical techniques, to design experiments, and to properly record the results of their experiment Are skilled in problems solving, critical thinking and analytical reasoning Are able to identify and solve chemical problems and explore new areas of research Cont’d…

60. EXAMPLES OF PROGRAM OUTCOMES 60 Chemistry Program (Cont’d) Are able to use modern library searching and retrieval methods to obtain information about a topic, chemical, chemical technique, or an issue relating to chemistry Knows the proper procedures and regulations for safe handling and use of chemicals and can follow the proper procedures and regulations for safe handling when using chemicals Are able to communicate the results of their work to chemists and non-chemists Understand the ethical, historic, philosophical, and environmental dimensions of problems and issues facing chemists Iowa State University, Dept Of Chemistry

61. 61 Program Outcomes Expected learning Outcomes 1234 1 2 3 Outcomes versus objectives

62. Thank You 62

63. Open for Discussion 63