Guidelines for SAR Writing
- 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
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