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QUALITY ENHANCEMENT CELL University of the Punjab Current Location: Institute of Quality & Technology QUALITY ENHANCEMENT CELL University of the Punjab Current Location: Institute of Quality & Technology Management

BRIEF BACKGROUND 2002 Ø PU Established QMD at ICET Objectives of QMD Ø Offer BRIEF BACKGROUND 2002 Ø PU Established QMD at ICET Objectives of QMD Ø Offer Postgraduate Courses: MS, PGD etc Ø Implement QA System in Punjab University Ø We are Leader in this field

BRIEF BACKGROUND 2003 Ø Proposal was sent to Ministry of S & T to BRIEF BACKGROUND 2003 Ø Proposal was sent to Ministry of S & T to include QMD in NQP 2004 Ø First draft of NQP includes QMD with Rs. 45 Million in the budget 2005 Ø Proposal to HEC for Establishment of QEC & approved 2006 Ø March 17, 2006 Cell formally approved.

ESTABLISHMENT OF OFFICE Ø IQTM located in ICET Ø Shifting to new building in ESTABLISHMENT OF OFFICE Ø IQTM located in ICET Ø Shifting to new building in Jan, 2007.

STEPS TAKEN Ø Approval of Steering Committee in which all Deans are member. “Task: STEPS TAKEN Ø Approval of Steering Committee in which all Deans are member. “Task: policy making, resource provisions” Ø Request made to Faculties for nomination of Program Teams from the departments Ø Self-assessment Manual prepared by Patron of the Institute and sent to all faculties for implementation. Ø Ø Ø Peer-review sent to faculties for departmental / review program Proper plan prepared and submitted to authorities for approval Designed a Quality Policy of QEC.

QUALITY POLICY OF QEC “We are committed to maintain and enhance academic standards to QUALITY POLICY OF QEC “We are committed to maintain and enhance academic standards to the level of the best in the world. We shall ensure that steps are taken at all levels of the University Quality Assurance. In order to achieve our goal we in coordination with the academia shall enhance student learning, establish verification & monitoring of our programs provide feedback, we shall endeavor to satisfy the needs of our student and upgrade the knowledge imparted to them to the international standards”

§ § § QA in Universities QA can be of the University, department as § § § QA in Universities QA can be of the University, department as well as for the program QA in University can be divided into teaching and non teaching side QA System of the program (teaching) is based on four distinct processes.

Definition of Quality Value of money (Donor’s view) Ø Customer satisfaction Ø Enhance knowledge Definition of Quality Value of money (Donor’s view) Ø Customer satisfaction Ø Enhance knowledge and learning of the students (Teachers’ view) Ø Levels of Quality: Customer is Satisfied, happy, glad & unsatisfied, angry, quarrel. Ø Degree of excellence Ø BSI (British Standard Institution): “The totality of features/characteristics of product/services which satisfy the customer requirements”. Ø

QUALITY l A product or service free of deficiencies. (ASQ) QUALITY l A product or service free of deficiencies. (ASQ)

Implementation of a QA Program Implementation of a QA Program

Models of Excellence There applicable to Manufacturing as well as Service Industries. Models of Excellence There applicable to Manufacturing as well as Service Industries.

Ø TQM Philosophy Ø ISO 9001: 2000 Ø MBNQA Ø Self assessment Manual For Ø TQM Philosophy Ø ISO 9001: 2000 Ø MBNQA Ø Self assessment Manual For improvement of Ø our Internal Processes Ø Customer Satisfaction Ø To bring academic excellence

TQM Philosophy TQM Philosophy

TQM Philosophy ( Contd. ) Social System It includes the Ø The “human side TQM Philosophy ( Contd. ) Social System It includes the Ø The “human side of the enterprise” Ø Relationship between people and groups Ø The politics Ø Reward Structure Ø The power structure Ø The shaping of the norms and values

TQM Philosophy ( Contd. ) Ø Technical System Ø It includes all the work TQM Philosophy ( Contd. ) Ø Technical System Ø It includes all the work steps performed, whether by equipment, computers, or people; whether manual labor or decision making; or whether factory worker or office worker.

TQM Philosophy ( Contd. ) Management System Ø Strategy Management Ø Process Management Ø TQM Philosophy ( Contd. ) Management System Ø Strategy Management Ø Process Management Ø Individual Activity Management

Our Customers Ø Students Ø Parents Ø Employer Ø Community Our Customers Ø Students Ø Parents Ø Employer Ø Community

ISO-9001: 2000 Ø Top Management Responsibilities l Ø Teaching & Learning Process l l ISO-9001: 2000 Ø Top Management Responsibilities l Ø Teaching & Learning Process l l Ø Vision, Mission, Policy, Planning, Management Review, Resource Provision Program Design & Approval Students Related Process Hiring of Teacher / Staff Process of Teaching Evaluation, Analysis & Improvement l l l Internal Audit Evaluation & Monitoring of Students Evaluation & monitoring of processes.

Baldrige Criteria for Performance Excellence · Leadership · Strategic Planning · Customer and Market Baldrige Criteria for Performance Excellence · Leadership · Strategic Planning · Customer and Market Focus · Measurement analysis & knowledge management · Human Resource Focus · Process Management · Business Results

Self Assessment Manual Self-Assessment Process Program Teams Ø Self Assessment Report Ø Self Assessment Self Assessment Manual Self-Assessment Process Program Teams Ø Self Assessment Report Ø Self Assessment Teams (Internal Audit) Ø Report to Competent Authority Ø External Audit (Quality Assurance Agency) Ø

Self Assessment § Self assessment is an assessment conducted by the institution to assess Self Assessment § Self assessment is an assessment conducted by the institution to assess whether programs meet their educational objectives and outcomes with the purpose to improve program’s quality and enhancing students learning.

Objectives of Self Assessment § Improve and maintain academic § Enhance students’ learning. § Objectives of Self Assessment § Improve and maintain academic § Enhance students’ learning. § Verify that the existing programs meet their objectives and institutional goals. § Provide feedback for quality assurance of academic programs. standards

Components of The Self Assessment Process Ø Criteria : Eight Criteria for Self assessment. Components of The Self Assessment Process Ø Criteria : Eight Criteria for Self assessment. Ø Procedure: Specifies the process of initiating, conducting, and implementing the assessment.

Criteria Ø Each criterion has an intent: A statement of requirements to be met. Criteria Ø Each criterion has an intent: A statement of requirements to be met. Ø Each criterion has several standards: They describe how the intents are minimally met

Criteria and Standards 1. Program Mission, Objectives and Outcomes ( 3 standards). 2. Curriculum Criteria and Standards 1. Program Mission, Objectives and Outcomes ( 3 standards). 2. Curriculum Design and Organization(7). 3. Laboratories and Computing Facilities (2). 4. Student Support and Guidance (3)

Criteria and Standards 5. Process Control ( 5 ) 6. Faculty ( 2) 7. Criteria and Standards 5. Process Control ( 5 ) 6. Faculty ( 2) 7. Institutional Facilities ( 2 ) 8. Institutional Support ( 3)

Criterion 1: Program Mission, Objectives and Outcomes Ø Intent : Each program must have Criterion 1: Program Mission, Objectives and Outcomes Ø Intent : Each program must have a mission, quantifiable measurable objectives and expected outcomes for graduates. Outcomes include competency and tasks graduates are expected to perform after completing the program. A strategic plan must be in place to achieve the program objectives. The extent to which these objectives are achieved through continuous assessment and improvements must be demonstrated.

Vision Ø IQTM will be a dynamic contributor of the professionals, to the local, Vision Ø IQTM will be a dynamic contributor of the professionals, to the local, regional, national, and international manufacturing and services sector in the field of industrial Engineering and Quality Management.

Mission The IQTM has a 3 fold educational mission. The teaching mission is to Mission The IQTM has a 3 fold educational mission. The teaching mission is to provide high quality undergraduate and postgraduate programs in the industrial engineering and Quality Management. The Research mission is to advance knowledge of Industrial Engineering & Quality Management to Strengthen and support manufacturing & service sector. The service mission is to participate in the faculty governance, in the broader community of the engineering profession, and in the mission of university.

CORE VALUES Team Spirit Transparency Honesty Trust Integrity Accountability Fairness Respect Commitment CORE VALUES Team Spirit Transparency Honesty Trust Integrity Accountability Fairness Respect Commitment

Criterion 1: Standards Ø Standard 1 -1: The program must have documented measurable objectives Criterion 1: Standards Ø Standard 1 -1: The program must have documented measurable objectives (SMART) that support departmental and institution mission statements

Meeting Standard 1 -1 Document institution, departmental and program mission statements. Ø State program Meeting Standard 1 -1 Document institution, departmental and program mission statements. Ø State program objectives. Ø Describe how each objective is aligned with program, departmental and institution mission statements. Ø Outline the main elements of the strategic plan to achieve the program mission and objectives. Ø Provide for each objective how it was measured, when it was measured and improvements identified and made Ø

Criterion 1: Standards Ø Standard 1 -2 : The program must have documented outcomes Criterion 1: Standards Ø Standard 1 -2 : The program must have documented outcomes for graduating students. It must be demonstrated that the outcomes support the program objectives and that graduating students are capable of performing these outcomes.

Meeting Standard 1 -2 Ø Describe the means for assessing the extent to which Meeting Standard 1 -2 Ø Describe the means for assessing the extent to which graduates are performing the stated program outcomes/learning objectives. 1. Conducting a survey of graduating seniors every semester. 2. Conduct a survey of alumni every two years. 3. Conduct a survey of employers every two years.

Meeting Standard 1 -2 4. Carefully designed questions asked during projects presentations. 5. Outcome Meeting Standard 1 -2 4. Carefully designed questions asked during projects presentations. 5. Outcome assessment examination

Criterion 1 Standards Ø Standard 1 -3: The results of program’s assessment and the Criterion 1 Standards Ø Standard 1 -3: The results of program’s assessment and the extent to which they are used to improve the program must be documented.

Meeting Standard 1 -3 Ø Describe the actions taken based on the results of Meeting Standard 1 -3 Ø Describe the actions taken based on the results of periodic assessments. Ø Describe major future program improvements plans based on recent assessments.

Criterion 2: Curriculum Design and Organization Ø Intent: The curriculum must be designed and Criterion 2: Curriculum Design and Organization Ø Intent: The curriculum must be designed and organized to achieve the program’s objectives and outcomes. Also course objectives must be in line with program outcomes. The breakdown of the curriculum must satisfy the standards specified in this section. Curriculum standards are specified in terms of credit hours of study. A semester credit hour equals one class hour or two to three laboratory hours per week. The semester is approximately sixteen weeks.

Criterion 2: Standards Ø Standard 2 -1: The curriculum must be consistent and support Criterion 2: Standards Ø Standard 2 -1: The curriculum must be consistent and support the program’s documented objectives.

Meeting Standard 2 -1 Ø Describe how the program content (courses) meets the program Meeting Standard 2 -1 Ø Describe how the program content (courses) meets the program objectives Ø Complete the matrix shown in Table 4. 4 linking courses to program outcomes. List the courses and tick against relevant outcomes.

Meeting Standard 1 -2 Courses or Groups of Courses Outcomes 1 2 3 Courses Meeting Standard 1 -2 Courses or Groups of Courses Outcomes 1 2 3 Courses Vs. Program Outcomes 3 4

Criterion 2 Standards Ø Standard 2 -2: Theoretical background, problems analysis and solution design Criterion 2 Standards Ø Standard 2 -2: Theoretical background, problems analysis and solution design must be stressed within the program’s core material.

Meeting Standard 2 -2 Ø Indicate which courses contain a significant portion (more than Meeting Standard 2 -2 Ø Indicate which courses contain a significant portion (more than 30%) of the elements in standard 2 -2 in the following table. Elements Courses Theoretical Background Problem Analysis Solution Design Standard 2 -2 Requirement

Criterion 2 Standards Ø Standard 2 -3: The curriculum must satisfy the mathematics and Criterion 2 Standards Ø Standard 2 -3: The curriculum must satisfy the mathematics and basic sciences requirements for the program, as specified by the respective accreditation body. Ø Standard 2 -4: The curriculum must satisfy the major requirements for the program as specified by the respective accreditation body.

Criterion 2 Standards Ø Standard 2 -5: The curriculum must satisfy humanities, social sciences, Criterion 2 Standards Ø Standard 2 -5: The curriculum must satisfy humanities, social sciences, arts, ethical, professional and other discipline requirements for the program, as specified by the respective accreditation body. Ø Standard 2 -6 : Information technology component of the curriculum must be integrated throughout the program. Ø Standard 2 -7: Oral and written communication skills of the student must be developed and applied in the program.

Meeting Standards 2 -6 and 2 -7 Ø Indicate the courses within the program Meeting Standards 2 -6 and 2 -7 Ø Indicate the courses within the program that will satisfy the standard. Ø Describe how they are applied and integrated through out the program. Ø Indicate the courses within the program that will satisfy the standard. Ø Describe how they are applied.

Criterion 3: Laboratories and Computing Facilities Ø Intent: Laboratories and computing facilities must be Criterion 3: Laboratories and Computing Facilities Ø Intent: Laboratories and computing facilities must be adequately available and accessible to faculty members and students to support teaching and research activities. To meet this criterion the standards in this section must be satisfied. In addition departments may benchmark with similar departments in reputable institutions to identify their shortcomings if any.

Criterion 3 Standards Ø Standard 3 -1: Lab manuals / documentation / instructions for Criterion 3 Standards Ø Standard 3 -1: Lab manuals / documentation / instructions for experiments must be available and readily accessible to faculty and students. Ø Standard 3 -2: There must be adequate support personnel for instruction and maintaining the laboratories. Ø Standard 3 -3: The University computing infrastructure and facilities must be adequate to support program’s objectives.

Resources for Implementation Resources for Implementation

CRITERION 4: STUDENT SUPPORT AND ADVISING Ø Student must have adequate support to complete CRITERION 4: STUDENT SUPPORT AND ADVISING Ø Student must have adequate support to complete the program in a timely manner and must have ample opportunity to interact with their instructors and receive timely advice about program requirements and career alternatives. To meet this criterion the standards in this section must be satisfied.

Standard 4 -1: Courses must be offered with sufficient frequency and number for students Standard 4 -1: Courses must be offered with sufficient frequency and number for students to complete the program in a timely manner. Ø Provide the department’s strategy for course offerings. Ø Explain how often required courses are offered. Ø Explain how often elective courses are offered. Ø Explain how required courses outside the department are managed to be offered in sufficient number and frequency.

Standard 4 -2: Courses in the major must be structured to ensure effective interaction Standard 4 -2: Courses in the major must be structured to ensure effective interaction between students, faculty and teaching assistants. Ø Describe how you achieve effective student / faculty interaction in courses taught by more than one person such as two faculty members, a faculty member and a teaching assistant or a lecturer.

Standard 4 -3: Guidance on how to complete the program must be available to Standard 4 -3: Guidance on how to complete the program must be available to all students and access to qualified advising must be available to make course decisions and career choices. Ø Describe how students are informed about program requirements. Ø Describe the advising system and indicate how its effectiveness is measured. Ø Describe the student counseling system and how students get professional counseling when needed. Ø Indicate if students have access to professional counseling; when necessary. Ø Describe opportunities available for students to interact with practitioners, and to have membership in technical and professional societies.

Process Control of Teaching and Learning STUDENTS Process Control of Teaching and Learning STUDENTS

Teaching & Learning Process Control For Admission Ø Announcement / Advertising Ø Entry requirement Teaching & Learning Process Control For Admission Ø Announcement / Advertising Ø Entry requirement Ø No. of seats according to students / teacher ratio (30: 1)

Teaching & Learning Process Control For Faculty Ø Faculty office Ø Internet & computer Teaching & Learning Process Control For Faculty Ø Faculty office Ø Internet & computer Ø (T & D) Ø Module files Ø Appraisal Ø Teacher evaluation Ø Faculty Satisfaction

Teaching & Learning Process Control For Faculty Ø Lesson Plan Ø Books detail Ø Teaching & Learning Process Control For Faculty Ø Lesson Plan Ø Books detail Ø Teaching methodology Ø Grades methodology Ø Question papers Ø Rules & regulations Ø Awareness Ø Teachers award Ø E-learning facility

Teaching & Learning Process Control For Students Support & Advising Ø Orientation Program Ø Teaching & Learning Process Control For Students Support & Advising Ø Orientation Program Ø Attendance rules 80% Ø Daily method of attendance Ø Students counseling Ø Students support Ø Student assessment method Ø Internet facilities

Teaching & Learning Process Control For Students Support & Advising Ø Discipline rules Ø Teaching & Learning Process Control For Students Support & Advising Ø Discipline rules Ø Semester rules Ø Time tabling Ø Availability of rules

Teaching & Learning Process Control For Exam / Evaluation Ø Papers making by team Teaching & Learning Process Control For Exam / Evaluation Ø Papers making by team Ø Moderator Ø Verifier Ø Team development Ø Question paper / assignment development Ø Assessment of all the contents Ø Review by H. O. D

Teaching & Learning Process Control For Communication System Ø Students, teachers & departmental For Teaching & Learning Process Control For Communication System Ø Students, teachers & departmental For Extra Curricular Activities Ø Sports, debates Ø Seminars Ø w/s Ø Industrial visits

Teaching & Learning Process Control For Department Responsibility Ø Internet facility Ø Facilities for Teaching & Learning Process Control For Department Responsibility Ø Internet facility Ø Facilities for teachers & students Ø Display of attendance Ø Duration of the program Ø Result declaration Ø Timely completion of the program Ø No class missing

Criterion 5: Process Control Ø The processes by which major functions are delivered must Criterion 5: Process Control Ø The processes by which major functions are delivered must be in place, controlled, periodically reviewed, evaluated and continuously improved. To meet this criterion a set of standards must be satisfied.

Criterion 5 Standards Ø Standard 5 -1: The process by which students are admitted Criterion 5 Standards Ø Standard 5 -1: The process by which students are admitted to the program must be based on quantitative and qualitative criteria and clearly documented. This process must be periodically evaluated to ensure that it is meeting its objectives.

Criterion 5 Standards Ø Standard 5 -2: The process by which students are registered Criterion 5 Standards Ø Standard 5 -2: The process by which students are registered in the program and monitoring of students progress to ensure timely completion of the program must be documented This process must be periodically evaluated to ensure that it is meeting its objectives.

Criterion 5 Standards Ø Standard 5 -3: The process of recruiting and retaining highly Criterion 5 Standards Ø Standard 5 -3: The process of recruiting and retaining highly qualified faculty members must be in place and clearly documented. Also processes and procedures for faculty evaluation, promotion must be consistent with institution mission statement. These processes must be periodically evaluated to ensure that it is meeting its objectives.

Criterion 5 Standards Ø Standard 5 -4 : The process and procedures used to Criterion 5 Standards Ø Standard 5 -4 : The process and procedures used to ensure that teaching and delivery of course material to the students emphasizes active learning and that course learning outcomes are met . The process must be periodically evaluated to ensure that it is meeting its objectives.

Criterion 5 Standards Ø Standard 5 -5: The process that ensures that graduates have Criterion 5 Standards Ø Standard 5 -5: The process that ensures that graduates have completed the requirements of the program must be based on standards, effective procedures and clearly documented. This process must be periodically evaluated to ensure that it is meeting its objectives.

Criterion 6: Faculty Ø Intent: Faculty members must be current and active in their Criterion 6: Faculty Ø Intent: Faculty members must be current and active in their discipline and have the necessary technical depth and breadth to support the program. There must be enough faculty members to provide continuity and stability, to cover the curriculum adequately and effectively, and to allow for scholarly activities. To meet this criterion the standards in this section must be satisfied

Standard 6 -1 Ø There must be enough full time faculty who are committed Standard 6 -1 Ø There must be enough full time faculty who are committed to the program to provide adequate coverage of the program areas/courses, continuity and stability. The interests and qualifications of all faculty members must be sufficient to teach all courses, plan, modify and update courses and curricula. All faculty members must have a level of competence that would normally be obtained through graduate work in the discipline. The majority of the faculty must hold a Ph. D. in the discipline.

Program areas Courses in the area and average number of sections per year Number Program areas Courses in the area and average number of sections per year Number of faculty members in each area Number of faculty with Ph. D Area 1 Area 2 Area 3 Area 4 Total

Standard 6 -2 Ø All faculty members must remain current in the discipline and Standard 6 -2 Ø All faculty members must remain current in the discipline and sufficient time must be provided for scholarly activities and professional development. Also, effective programs for faculty development must be in place.

Meeting Standard 6 -2 Ø State criteria for faculty to be deemed current in Meeting Standard 6 -2 Ø State criteria for faculty to be deemed current in the discipline and, based on theses criteria and information in the faculty member’s resumes, what percentage of the faculty members are current. The criteria should be developed by the department. Ø Describe the means for ensuring that full time faculty members have sufficient time for scholarly and professional development.

Meeting Standard 6 -2 Ø Describe existing faculty development programs at the departmental and Meeting Standard 6 -2 Ø Describe existing faculty development programs at the departmental and university level. Demonstrate their effectiveness in achieving faculty development. Ø Indicate how frequently faculty programs are evaluated and if the evaluation results are used for improvement.

Criterion 7: Institutional Facilities Ø Institutional facilities, including library, computing facilities, classrooms and offices Criterion 7: Institutional Facilities Ø Institutional facilities, including library, computing facilities, classrooms and offices must be adequate to support the objective of the program. To satisfy this criterion a number of standards must be met.

Criterion 7 Standards Ø Standard 7 -1 : The institution must have the infrastructure Criterion 7 Standards Ø Standard 7 -1 : The institution must have the infrastructure to support new trends in learning such as e-learning. Ø Standard 7 -2: The library must possess an up-to-date technical collection relevant to the program and must be adequately staffed with professional personnel.

Criterion 7 Standards Ø Standard 7 -3: Class-rooms must be adequately equipped and offices Criterion 7 Standards Ø Standard 7 -3: Class-rooms must be adequately equipped and offices must be adequate to enable faculty to carry out their responsibilities.

Criterion 8: Institutional Support Ø Intent: The institution’s support and the financial resources for Criterion 8: Institutional Support Ø Intent: The institution’s support and the financial resources for the program must be sufficient to provide an environment in which the program can achieve its objectives and retain its strength.

Criterion 8 Standards Ø Standard 8 -1: There must be sufficient support and financial Criterion 8 Standards Ø Standard 8 -1: There must be sufficient support and financial resources to attract and retain high quality faculty and provide the means for them to maintain competence as teachers and scholars. Ø Standard 8 -2: There must be an adequate number of high quality graduate students, research assistants and Ph. D. students.

Criterion 8 Standards Ø Standard 8 -3: Financial resources must be provided to acquire Criterion 8 Standards Ø Standard 8 -3: Financial resources must be provided to acquire and maintain Library holdings, laboratories and computing facilities.

INTERNAL ASSESSMENT PROCEDURE QEC initiates Assessment one semester prior to the assessment through the INTERNAL ASSESSMENT PROCEDURE QEC initiates Assessment one semester prior to the assessment through the dean. Department forms Performance Team that will be responsible for preparing Self Evaluation. QEC reviews the Documentation within one month No Is Self Assessment Report Complete Yes VC/Dean QEC forms Assessment Team in consultation with the dean based on the recommendation of QEC

QEC plans and fixes Assessment Team visit Assessment Team conducts assessment and presents its QEC plans and fixes Assessment Team visit Assessment Team conducts assessment and presents its findings to QEC, Dean, Performance Team and Dept. Faculty QEC submits an executive summary to V. C. Department prepares implementation plan summary Follow- up of the implementation plan by QEC

 Assessment Results Implementation Plan Summary AT Finding Corrective Action Implementation Responsible Date Body Assessment Results Implementation Plan Summary AT Finding Corrective Action Implementation Responsible Date Body 1 2 3 4 5 6 7 8 Chairman and Dean’s comments with name and signature: QEC comments with name and signature: Resources Needed

Survey of Graduating Students The survey seeks graduating students' input on the quality of Survey of Graduating Students The survey seeks graduating students' input on the quality of education they received in their program and the level of preparation they had at PU. The purpose of this survey is to assess the quality of the academic programs. We seek your help in completing this survey. A : Strongly agree B: agree C: disagree D: Strongly disagree

1. The work in the program is too heavy and induces a lot of 1. The work in the program is too heavy and induces a lot of pressure. 2. A B C D 2. The program is effective in enhancing team- working abilities. A B C D 3. The program administration is effective in supporting learning. A B C D 4. The program is effective in developing analytic and problem solving skills. 5. A B C D 5. The program is effective in developing independent thinking. A B C D

6. The program is effective in developing written communication skills. A B C D 6. The program is effective in developing written communication skills. A B C D 7. The program is effective in developing planning abilities. A B C D 8. The mathematical content of the program is adequate for pursuing the advanced courses in the program. A B C D

Answer question 9 if applicable. 9. The internship experience is effective in enhancing: a. Answer question 9 if applicable. 9. The internship experience is effective in enhancing: a. Ability to work in teams (A) (B) (C) (D) (E) b. Independent thinking (A) (B) (C) (D) (E) c. Appreciation of ethical values (A) (B) (C) (D) (E) d. Professional development (A) (B) (C) (D) (E) e. Time management skills (A) (B) (C) (D) (E) f Judgment (A) (B) (C) (D) (E) g. Discipline (A) (B) (C) (D) (E) h. The link between theory and practice (A) (B) (C) (D) (E)

10 What are the best aspects of your program? ----------------------------------------------------------------------------------------------------------- 11 What aspects of 10 What are the best aspects of your program? ----------------------------------------------------------------------------------------------------------- 11 What aspects of your program could be improved? -----------------------------------------------------------------------------------------------------------

Ø 2. Conduct a survey of alumni every two years. Ø 2. Conduct a survey of alumni every two years.

Alumni Survey The purpose of this survey is to obtain alumni input on the Alumni Survey The purpose of this survey is to obtain alumni input on the quality of education they received and the level of preparation they had at UMT. The purpose of this survey is to assess the quality of the academic program. We seek your help in completing this survey. A : Excellent B: Very good C: Good D: Fair E: Poor

I Knowledge 1. Math, Science and Engineering Skills (A) (B) (C) (D) (E) 2. I Knowledge 1. Math, Science and Engineering Skills (A) (B) (C) (D) (E) 2. Problem formulation and (A) (B) (C) (D) (E) 4. Ability to link theory to practice (A) (B) (C) (D) (E) 5. Ability to design a system component or process (A) (B) (C) (D) (E 6. Computer knowledge (A) (B) (C) (D) (E) 1. Oral communication (A) (B) (C) (D) (E) 2. Report writing (A) (B) (C) (D) (E) 3. Presentation skills (A) (B) (C) (D) (E) solving skills 3. Collecting and analyzing appropriate data II Communication Skills

III Interpersonal Skills 1. Ability to work in teams (A) (B) (C) (D) (E) III Interpersonal Skills 1. Ability to work in teams (A) (B) (C) (D) (E) 2. Independent thinking (A) (B) (C) (D) (E) 3. Appreciation of ethical values (A) (B) (C) (D) (E) 4. Professional development (A) (B) (C) (D) (E) 1. Time management skills (A) (B) (C) (D) (E) 2. Judgment (A) (B) (C) (D) (E) 3. Discipline (A) (B) (C) (D) (E) IV Work Skills

V General Comments Please make any additional comments or suggestions, which you think would V General Comments Please make any additional comments or suggestions, which you think would help strengthen our programs. (New courses that you would recommend and courses that you did not gain much from) VI Alumni Information Name (Optional) -----------------------Name of organization—--------------------Position in organization: -------------------- Year of graduation: -----------------------

Ø 3. Conduct a survey of employers every two years. Ø 3. Conduct a survey of employers every two years.

 Employer Survey Ø The purpose of this survey is to obtain employers' input Employer Survey Ø The purpose of this survey is to obtain employers' input on the quality of education UMT is providing and to assess the quality of the academic program. The survey is with regard to UMT graduates employed at your organization. We seek your help in completing this survey. Ø A : Excellent B: Very good C: Good D: Fair E: Poor

I Knowledge 1. Math, Science and Engineering Skills (A) (B) (C) (D) (E) 2. I Knowledge 1. Math, Science and Engineering Skills (A) (B) (C) (D) (E) 2. Problem formulation and solving skills (A) (B) (C) (D) (E) 3. Collecting and analyzing appropriate data (A) (B) (C) (D) (E) 4. Ability to link theory to Practice (A) (B) (C) (D) (E) 5. Ability to design a system component or process (A) (B) (C) (D) (E) Computer knowledge (A) (B) (C) (D) (E) 6. II. Communication Skills 1. Oral communication (A) (B) (C) (D) (E) 2. Report writing (A) (B) (C) (D) (E) 3. Presentation skills (A) (B) (C) (D) (E)

III Interpersonal Skills 1. (A) (B) (C) (D) (E) 2. Leadership (A) (B) (C) III Interpersonal Skills 1. (A) (B) (C) (D) (E) 2. Leadership (A) (B) (C) (D) (E) 3. Independent thinking (A) (B) (C) (D) (E) 4. Motivation (A) (B) (C) (D) (E) 5. Reliability (A) (B) (C) (D) (E) 6. IV Ability to work in teams Appreciation of ethical values (A) (B) (C) (D) (E) Work Skills 1. Time management skills (A) (B) (C) (D) (E) 2. Judgment (A) (B) (C) (D) (E) 3. Discipline (A) (B) (C) (D) (E)

IV General Comments Please make any additional comments or suggestions, which you think would IV General Comments Please make any additional comments or suggestions, which you think would help strengthen our programs for the preparation of graduates who will enter your field. Did you know as to what to expect from graduates? ______________________________________________________________________ VI Information About Organization 1. Organization Name 2. Type of Business 3. Number of Graduates (specify the program) in your Organization:

Concluding Remarks Ø Establishing measurable objectives and evaluating their outcomes are sophisticated activities that Concluding Remarks Ø Establishing measurable objectives and evaluating their outcomes are sophisticated activities that are essential to assess if programs’ meet their educational objectives. Ø Conducting self assessment is expected to enhance learning.

Concluding Remarks Ø Self assessment will provide feedback from employers and Alumni and will Concluding Remarks Ø Self assessment will provide feedback from employers and Alumni and will enable Universities to improve quality and respond effectively to market needs. Ø Assessment will require dedication from faculty members and commitment from University Administration.

Concluding Remarks Ø The Dean QEC should take the lead in making faculty members Concluding Remarks Ø The Dean QEC should take the lead in making faculty members and Administration aware of the big role assessment plays in Education.

Conclusion Achieving Quality and Enhancing it by Continuous Improvement Through Self Assessment Which Forms Conclusion Achieving Quality and Enhancing it by Continuous Improvement Through Self Assessment Which Forms The Basic for External Assessment.

Thank you Any questions/Comments Thank you Any questions/Comments