Teaching and Learning SA and QA
- 1. SA, QA and Teaching and Learning in Higher Education Presented by Professor, Dept. of Computer Science and Engineering Khulna University of Engineering & Technology (KUET) Khulna 9203, Bangladesh
- 3. প্রক ৌশল শশক্ষা National Education Policy, 2010 3Friday, September 30, 2016 প্রক ৌশল শশক্ষার উকেশয ও লক্ষয শিম্নরূপ:- • সমাকে বৈজ্ঞাশি দৃশিসম্পন্ন, ৈাস্তৈধমী, দক্ষ প্রক ৌশলী ও াশরগশর েিশশি গকে ত ালা যাক ারা তদকশর উন্নয়কি, প্রা ৃ শ সম্পদ আহরকে, দাশরদ্র দূরী রকে এৈং সমাে ও অর্থনিশ অৈস্থার উন্নয়কি াযথ র অৈদাি রাখক পাকরি। • সৈথকক্ষকে র্যপ্রযুশির উপর তোর তদওয়া যাক র্যপ্রযুশি শির্থ র জ্ঞািশর্শি ৈাংলাকদশ গোয় প্রক ৌশলীরা উকেখকযাগয অৈদার রাখক পাকরি।
- 4. 4Friday, September 30, 2016 প্রক ৌশল শশক্ষার ত ৌশল National Education Policy, 2010 ১। ----------------- ২।------------------ ১০। তদকশর প্রচশল শৈশর্ন্ন স্তকর াশরগশর ও প্রক ৌশল শশক্ষার মূলযায়ি ও মাি শিশি রকের লকক্ষয পৃশর্ৈীর অিযািয তদকশর মক া তপশাগ ও শৈকশষজ্ঞ সংস্থার মূলযায়ি ও স্বী ৃ শ দাকির ৈযৈস্থা রা হকৈ। ১২। --------------- ১৩। ------------------
- 6. SA’s Main Recommendation Education must be more closely aligned to the need of the time for our country, community & for THE GLOBE AT LARGE Friday, September 30, 2016 6
- 7. Self-Assessment Criteria and Standard In respect of current setting, following quality assurance areas may be considered as the self-assessment criteria: Criteria 1: Governance Criteria 2: Curriculum Content Design & Review Criteria 3: Student Admission, Progress and Achievements Criteria 4: Physical Facilities Friday, September 30, 2016 7
- 8. Self-Assessment Criteria and Standard Criteria 5: Teaching - Learning and Assessment Criteria 6: Student Support Services Criteria 7: Staff and Facilities Criteria 8: Research and Extension Criteria 9: Process Management & Continuous Improvement Friday, September 30, 2016 8
- 9. Organizing for Self-Assessment • For an effective SA critical review of current state of practices in respect of the set criteria and standards is very important. • But the job is not a stand-alone exercise. • SA should be coordinated by groups of people. It is to be done with the spirit of team work. • Strong commitment and institutional supports are also very important to maximize the benefits of SA. • Therefore, arrangement of workshop or discussion on SA and its significance in quality assurance would be effective to mobilize the internal stakeholders. Friday, September 30, 2016 9
- 10. Self Assessment Concept • Self assessment is – a systematic process – evaluate the different aspects of institutional or academic programs – wrt major quality assurance areas – set by the national qualification frame work • Introduction of SA does not mean quality education is not available • It is a continuous process to meet the gradual internationalization and change • SA examines the state of practices and quality using survey Friday, September 30, 2016 10
- 11. Quality Assurance • QA is the – Fitness of the graduates to meet the needs of stakeholders • knowledge, skill, attitude and performance • QA depends on – institutional capacity and process – quality of learners with commitment and interest – environment – content – governance and review process – physical facilities – teaching learning and assessment • SA is the foundation of QA Friday, September 30, 2016 11
- 12. Significance of QA • QA is a global practice now • Higher education must be closely aligned to the – needs of the community – needs of the graduates to explore life long learning – prepare graduates with positive mindset to fit fine in the society Friday, September 30, 2016 12
- 13. Quality of education:SA • Quality of education can be measured by – employability of the graduates – capacity to launch startup business – becoming successful entrepreneurs – contribution to organization – contribution to local and global communities • In the changing world the requirement of quality education is also changing • It is important to look into the academic programs whether it meet the challenges Friday, September 30, 2016 13
- 14. University Theme/Motto Friday, September 30, 2016 14
- 15. Vision of the Department/Program To become a “Center of Excellence” in the Computer Science and Engineering discipline with a strong research and teaching environment that adapts swiftly to the challenges of the computer technology evolutions. Friday, September 30, 2016 15
- 16. Mission of the Department Friday, September 30, 2016 16 M1. To provide qualitative education and generate new knowledge by engaging in cutting-edge research, and by offering state-of-the-art undergraduate and postgraduate programs, leading to careers as “Computer Science and Engineering” professionals in the widely diversified domains of industry, government and academia. M2. To promote a teaching and learning process that yields advancements in state-of- the-art in computer science and engineering, and technology, resulting in integration of research results and innovations into other engineering disciplines leading to new technologies and products. M3. To harness human capital for sustainable competitive edge and social relevance by inculcating the philosophy of life-long learning and innovation in “Computer Science and Engineering”.
- 17. Program Educational Objectives(1) PEO-1: Engineering Ethos o To bring the physical, analytical and computational approaches of CSE to bear on the challenges they take on, abstracting essential structure, recognizing sources of uncertainty, and applying appropriate models, technical tools, and evaluations to develop their solutions. PEO-2: Leadership o To bring to their careers the self-assurance, integrity, and technical strengths that drive innovation, and the communication and collaboration skills to inspire and guide the groups they work with in bringing their ideas to fruition. PEO-3: Versatility o To develop abilities and talents leading to creativity and productivity in fields and professions beyond the regular CSE curriculum. Friday, September 30, 2016 17
- 18. Program Educational Objectives(2) PEO-4: Engagement o To promote life-long self learning abilities to remain professionally effective to the society at large. PEO-5: Diversification o To promote among student graduates the ability to gain multidisciplinary knowledge through projects and industrial training, leading to a sustainable competitive edge in R&D and meeting societal needs. PEO-6: Projects o To inculcate group work and team management skills with cross-cultural etiquettes, promoting knowledge transfer leading to conceptualization and delivery of projects with varied complexity . PEO-7: Ethics and Attitudes o To sensitize students towards issues of social relevance, openness to other international cultures and to introduce them to professional ethics and practice. Friday, September 30, 2016 18
- 19. Stakeholders of the Program Friday, September 30, 2016 19 1. Current and Prospective Students 2. Parents 3. Employees including ex- faculty and staff 4. Alumni 5. Faculty 6. Employers 7. Management (UGC, MoE etc)
- 22. What is pedagogy? • “the science of teaching” (Oxford English Dictionary). • teaching methods and pupil organisation within a framework for educational practice (Alexander, 1992). • conceptions of pedagogy held by academics have become more complex over time • knowledge more differentiated and more integrated developments in our understanding of cognition and meta-cognition Watkins and Mortimore (1999) • Shulman’s model of pedagogical reasoning focuses on the processes involved in teaching including the transformation of knowledge so that it can be taught (Shulman, 1987)
- 23. A framework for examining teaching and learning Pedagogica l reasoning Teachers’ knowledge, beliefs and values Teachers’ behaviours •Planning, teaching, assessing, evaluating •Transformation of knowledge •Planning •Teaching •Pedagogical concepts are interpreted in a subject- specific manner. (Bromme, 1995) Teachers’ ideas, beliefs and values influence practice (Fang, 1996, Moseley et al., 1999).
- 24. A framework for Teaching and Learning Pedagogica l reasoning Teachers’ knowledge, beliefs and values Teachers’ behaviours Affordances what the environment offers the organism (Gibson, 1979) what the learning environment offers the learner Students’ knowledge, beliefs and values Students’ behaviours Actions and activities Intended Learning Outcomes
- 25. Thank you for your patient hearing! 25 M.M.A. Hashem, PhD mma.hashem@gmail.com Friday, September 30, 2016