After completion of the training workshop, the participants will be able to know: - Introduction regarding the Self-Assessment Report (SAR) - Governance - Curriculum Design & Review - Teaching Learning and Assessment - Student Entry Qualifications, Admission Procedure, Progress and Achievements - Physical facilities - Student Support Services - Research and Extension - Staff and Facilities: Recruitment and staff development - Process Management and Continuous Improvement - SWOT Analysis - Conclusion & Recommendation

1. Prof. Dr. Md. Nazrul Islam
Former Director, IQAC, SAU, Sylhet
1

2. CHAPTERS OF THE SAR
1. Introduction
2. Governance
3. Curriculum Design & Review
4. Teaching Learning and Assessment
5. Student Entry Qualifications, Admission Procedure,
Progress And Achievements
6. Physical facilities
7. Student Support Services
8. Research and Extension
9. Staff and Facilities: Recruitment and staff
development
10. Process Management and Continuous Improvement
11. SWOT Analysis
12. Conclusion & Recommendation
2

3. CHAPTER 1: INTRODUCTION
a. Significance of program Self-Assessment
b. Process of Assessment
c. Overview of the university
d. Overview of the program offering entity
e. Objectives and learning Outcomes of the
Program
f. Brief Summary of the program(s) under
review
3

4.  Purposes and scope of Self-Assessment.
 current state of students learning could be
understood
 areas and issues that need to be addressed and
improved could be Identified
 major stakeholders opinions for the improvement
of students learning could be Integrated.
 SAR would be the basis for external assessment.
 SAR will provide a direction and guidelines to
prepare an improvement plan
4
a) Key points to be considered for significance

5. Customizing standards to be measured
Designing of assessment plan
Customizing survey tools to measure the
standards
Data collection process
Data processing and analysis
Writing of Self-Assessment Report with
proper interpretation of data
5
b) Process of Assessment

6. Background of establishment
Year of establishment
Mission and vision of the university
About entity (departments/institutes
/faculty)
Degrees offered
About faculty members (may be
presented in tabular form)
About different facilities provided
6
c) Overview of the University

7. 1. Background of establishment
2. Year of establishment
3. Purpose(s) of establishment
4. Degrees offered
5. Curriculum type
6. Data on teachers and students
7
d) Overview of the program offering entity

8. 6. DATA ON ACADEMIC STAFFS AND STUDENTS
Items Qty
First year enrollment (recent)
Average HSC GPA score of enrolled
students (recent)
First year retention rate (recent
Average first year retention rate (recent 5
years)
Average transfer rate (recent 5 years)
Total number of students at present
Average pass rate in first year courses
(recent 5 years)
8

9. CONTD...
Items Qty
Total enrollment in MS
Total enrollment in PhD
Total number of full time academic staff
Total number full time academic staff with
PhD
Academic staffs on study leave for PhD in
home and abroad
Number of Graduates passed (average of
recent 5 years) 9

10. CONTD...
Items Qty
Number of Masters passed (average of
recent 5 years)
Number of PhD passed (average of
recent 5 years
Total number & amount of external (other
than GoB) funded research projects
Total number & amount of (GoB) funded
research projects
Number of theses/research monographs
/publications
Teacher-student ratio
10

11. Objectives of the programs
 Undergraduate program
 Postgraduate programs
Intended Learning Outcomes
of the programs
 Undergraduate program
 Postgraduate programs 11
e) Objectives and learning outcomes of the
programs

12.  Undergraduate Program
 Course requirement
 Teaching strategy
 Assessment strategy
 Academic calendar
 Class attendance marks & bases
 Examination (Theoretical & Practical)
 Study Tour
 Field Trip
 Distribution of Marks
 Grading scale
12
f) Brief summary of the programs reviewed

13.  MS, MPhil & PhD
 Duration of the program
 Course requirements
 Research requirements
 Teaching strategy
 Assessment strategy
 Examinations
 Distribution of marks
 Thesis evaluation
 Grading scale 13
Contd..

14. Chapter 2: Governance
2.1 Program Management
2.2 Academic Documentation
2.3 Peer Observation & Feedback
Process
2.4 Internal Quality Assurance Process
14

15. Example:
Entity statement
2.1 Program management
Every university has vision and mission to
produce quality skilled graduates in different
domains of knowledge, science and technology
through different programs.
University syndicate and academic council act/do
not act according to mission and objectives
keeping in mind the dream (vision).
University enjoys/does not enjoy autonomy, in
no cases autonomy is hampered
15

16.  The VC, Pro-VC are appointed mostly based on
their political affiliation/ reputation, past
academic and administrative performance and in
most cases their activities cause dispersion/
integration among the staff (teaching & non-
teaching) of every administrative and academic unit
and result weak governance/good governance
 Recruitment is fair/not fair and mostly based on
political affiliation/academic competence
 Our programs have also mission and objectives in
compliance with the university vision and mission
16

17. On a regular basis, program mission and
objectives are monitored and justified that
entity is heading towards its destination.
Faculty members have clear idea about
program mission and objectives.
Students are being informed about
university vision, mission and program
mission and objectives, students’ code of
conduct, examination procedure etc at
the time of admission providing a brochure
17

18. Degree offering entity exercises autonomy
All academic and administrative affairs are
strictly maintained in compliance with rules
and regulations to ensure good governance
in the entity.
Decisions in the department are taken
democratically
Students can participate in academic
decision making mechanism
18

19. 2.2 Academic documentation
Meeting resolutions are recoded/not
recorded properly
All other academic records e.g; lesson
plan, marks, attendance registrar etc
are documented/ not documented and
maintained properly
19

20. 2.3 Peer observation & feedback
process
Well defined policy for mentoring and peer
observation exists/not exists and
followed/not followed properly
Feedback process from both teachers’ end
and students’ end are taken/not taken and
duly honored/not honored
20

21. 2.4 Internal quality assurance
process
 Self assessment process is in practice/not in practice
 Evaluation of teachers by the students is a regular/not
regular/ not at regular phenomenon
 Course evaluation by the teacher, students and head
of the department is usual/not usual practice after
completion of each course
Views of the stakeholders
21

22. Chapter 3: Curriculum Design & Review
3.1 Need assessment
3.2 Curriculum design
3.3 Curriculum alignment/ skill
mapping
3.4 Curriculum review process
3.5 Gaps in Curriculum : Adequacy to
Meet the Needs
22

23. Example:
Entity statement
3.1.Need Assessment:
 Regulatory requirements,
 National qualifications framework,
 Existing & emerging industry needs,
 General societal factors, community needs,
 Professional & career requirements
23

24. 3.2 Curriculum design
Content & structure: Selecting courses for
foundation, general development, major,
minor, categorization of courses, audit
course & capstone
Learning outcome: Observable, specific and
measurable learning outcomes in terms of
knowledge, skills and attitude
24

25. 3.3 Curriculum alignment/skill mapping
There is coherence/no coherence between
assessment, teaching strategies and
intended learning outcomes in curriculum
25

26. 3.4 Curriculum review process
Frequent/infrequent review
needs reviewed/not reviewed
 to ensure relevance to industry and society
 to cope up with global needs
major stakeholders are involved/not involved
(students graduates and employers) with
special attention to achievement of CLOs,
employability of the graduates is kept/not kept
in mind,
course evaluation by the students and
respective course teachers is done/not done,
26

27. 3.5 Gaps in Curriculum : Adequacy to
Meet the Needs
Gaps and lapses in existing curriculum are
identified/not identified through curriculum
alignment and taking concerns/views of
stakeholders,
Accordingly initiatives are taken/not taken
to close the gaps
Views of the stakeholders 27

28. 4.1 Entry Qualifications
4.2 Admission Procedure
4.3 Progress and Achievement
28
Chapter 4: Student Admission,
Progress and Achievements

29. Example
Entity statement
4.1 Entry qualifications
 Eligibility of learners (based on programs))are
well defined/not well defined
 Learners are interested and committed to learn
and able to to afford the study load, understand
the subject matter and comply with the program
requirements
29

30. 4.2 Admission Procedure
 Fair//unfair selection of students
 Selection procedures of eligible candidates (in brief)
4.3 Progress & Achievement
 Periodic progress and final achievements of the
learning outcomes by the learners are consistent
/not consistent with the quality of learners
Views of the stakeholders
30

31. 5.1 Classroom
5.2 Library facilities
5.3 Laboratory and field laboratories
5.4 Medical facilities
5.5 Other facilities
31
Chapter 5: Physical facilities

32. Example
Entity statement
5.1 Classroom
 Facilities in terms of number, space, modern
equipments are adequate/inadequate.
5.2 Library
 Facilities in terms of quality text books, reference
books, journals and access to digital library facilities
and e-learning materials are adequate/inadequate
5.3 Laboratory
 Facilities in terms of number, space, modern
equipments are adequate/inadequate; accessible/
not accessible and useful/not useful
32

33. 5.4 Medical facilities
 Well equipped or not, adequate/inadequate
indoor and outdoor facilities, useful/not useful to
provide emergency healthcare services ensuring
health and hygiene within the campus
5.5 Other facilities
5.5.1 Useful/not useful internet connectivity
5.5.2 Sports and physical exercise facilities
33

34. 5.5.3 Separate leisure rooms for male and
female students, cafeteria facilities with
nutritious and safe food, reading rooms,
theater, auditorium for staging cultural
programs, clean and hygienic toilets and
washrooms for male and female students
etc are adequate/inadequate
*Very specific facilities like clinic & hospital and
farmland facilities for disciplines like Dentistry,
Veterinary Science, Medicine and Agriculture
Views of the stakeholders
34

35. Chapter 6: Teaching Learning and
Assessment
6.1 Quality Staff
6..2 Teaching learning methods
6.3 Use of lesson Plan
6.4 Technology integration
6.5 Focus
6.6 Skill development Mechanism
6.7 Assessment of Student Performance
35

36. Example
Entity statement
Teaching learning constitute the core of education.
Without effective teaching learning no quality in
education ca be achieved
Quality staff
 Should make explicit comment over adequacy,
knowledge and skills of academic and non-
academic (technical and administrative) whether
they are fit/not fit to meet the requirements of
academic standards and strategies of teaching
learning 36

37. Teaching learning methods
 Teachers use innovative teaching techniques
(lecture, seminar, reading assignment, group
assignment, role playing, presentation, project/
assignment, demonstration, field visit, field work,
lab work interactive teaching ) to make the
students keen, focused and interested to learn
Use of lesson Plan
 Lesson plan is used/not used to specify the
subject matter to be taught, learning objectives
and assessment of that learning
37

38. Technology integration
 Whether techniques of IT are integrated in
teaching learning to communicate complex
ideas in easier, attractive and more effective
way.
Focus
 Whether teaching learning addresses higher
order of learning in knowledge domain (i.e.,
application to creation)
Skill Development Mechanism
 Advisory roles of teachers for co- and extra-
curricular activities in addition to classroom
teaching
38

39. Assessment of Student Performance
 Students are well informed/not informed at the
beginning of the course about the assessment
of performance (i,e,. criteria, processes,
techniques, tools and rubrics to be used)
Views of the stakeholders
39

40. Chapter 7: Student Support Services
7.1 Academic Guidance and
Counseling
7.2 Co-curricular and Extra-curricular
Activities
7.3 Career & Placement
7.4 Alumni Services
7.5 Community Services
40

41. Example
Entity statement
Academic Guidance and Counseling
 Policy for academic guidance and counseling
exists/not exists
 Students are guided/not guided regarding their
academic and personal (if needed) matters
Co-curricular and Extra-curricular Activities
 Current status of Department of Physical
Education, Teacher Student Cultural Centre
(TSCC) and facilities to stage drama hold
debates, musical soiree, publish journals and
exhibit fine arts; entity level students association
or society like debating club, environment club,
culture club etc.
41

42. Career & Placement
 Career and placement office for career
counseling and placement arrangement for
the graduates and graduating students to get
the right job opportunities and select suitable
career
Alumni Services
 Alumni association and its role to develop
institutional network and university industry
collaboration (UIC) for promoting research
and placement of the graduates.
42

43. Community Services
 There is scope/no scope for community
involvement to understand the social issues
and working with people and to synthesize
academic learning with real life situation and
contribute to the community development.
Views of the stakeholders
43

44. 8.1 Recruitment
8.2 Staff Development
8.3 Peer Observation
8.4 Career Development
8.5 Key Performance Indicators (KPIs)
44
Chapter 8: Staff and Facilities

45. Example
Entity statement
Recruitment
 Current condition regarding recruitment of
sufficient number of academic staff with good
quality
Staff Development
 About training development facilities both in home
and abroad for the academic and non-academic
staff
Peer Observation
 Whether there are regular peer observation and
mentoring practices in the entity 45

46. Career Development
 Present conditions for career development
opportunities (rules and practice)
Key Performance Indicators (KPIs)
 Whether there are KPIs (TPIs & RPIs) for the
performance appraisal of the academic staff
 Status of practical use of KPIs
Views of stakeholders
46

47. Chapter 9: Research and Extension
9.1 Policy and program
9.2 Fund and facilities
9.3 Fund hunting/collection
9.4 Dissemination of research findings
47

48. Example
Entity statement
Policy and program
 Statement about research policies and presen
programs
Fund and facilities
 Statement regarding fund resource and
opportunities for research
Fund hunting/collection
 Role of academics for fund collection
Dissemination of research findings
 Status of technology transfer
Views of the stakeholders
48

49. Chapter 10: Process Management and
Continuous Improvement
10.1 Self-assessment
10,2 Improvement plan
10,3 Stakeholders feedback and its Use
10.4 Use of peer observation results
10.5 Regular updating of program
objectives and ILOs
49

50. Example
Entity statement
Self-assessment
 Any self assessment done before?
Improvement plan
 Any plan for improvement ever designed?
Stakeholders feedback and its Use
 Stakeholders feedback taken and honored?
Use of peer observation results
 Peer opinions taken and used?
Regular updating of program objectives and ILOs
 Whether done/not done
Views of the Stakeholders 50

51. Chapter 11: SWOT Analysis
 Strengths
 Weaknesses
 Opportunities
 Threats
51

52. Chapter 12: Conclusion &
Recommendation
52

53. 53