Self Assessment Reports
CONSOLIDATED SELF ASSESSMENT REPORT OF SELECTED DEPARTMENTS/INSTITUTES
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Standard
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Requirement
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Fulfilled (F)/ Partially Fulfilled (P) / Not Fulfilled (N)
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EL
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IN
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ME
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MT
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TL
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1-1: The program must have documented measurable objectives that support Faculty / College and institution mission statements.
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• Institution, college and program mission statements
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F
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F
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F
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F
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F
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• Program objectives. Program educational objectives are intended to be statements that describe the expected accomplishments of graduates during the first several years following graduation from the program
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F
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F
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F
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F
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F
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|
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• Alignment of each objective with program, college and institution mission statements
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F
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F
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F
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F
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F
|
|
|
• Main elements of the strategic plan to achieve the program mission and objectives
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F
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F
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F
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F
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F
|
|
|
• Measurement of objective (Table 4.1 provides a format for program objectives assessment)
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F
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F
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F
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F
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F
|
|
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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.
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Program outcomes support the program objectives. In Table 4.2 show the outcomes that are aligned with each objective. A sample of such a table is shown in Appendix D
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F
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F
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F
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F
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F
|
|
• Means for assessing the extent to which graduates are performing the stated program outcomes/learning objectives. This should be accomplished by the surveys, presentations and outcomes examinations.
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F
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F
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F
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F
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F
|
|
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1-3: The results of program’s assessment and the extent to which they are used to improve the program must be documented.
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Actions taken based on the results of periodic assessments
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F
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N
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NF
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N
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N
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Major future program improvements plans based on recent assessments
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F
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F
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F
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F
|
F
|
|
|
Strengths and weaknesses of the program
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F
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F
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F
|
F
|
F
|
|
|
Significant future development plans for the program
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F
|
F
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F
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F
|
F
|
|
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1-4: The department must assess its overall performance periodically using quantifiable measures.
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Students enrolment (undergraduate and graduate) during the last three years indicating percentages of honor students, student faculty ratio, average graduating grade point average per semester, average time for completing the undergraduate program and attrition rate.
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F
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F
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F
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F
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F
|
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Percentage of employers that are strongly satisfied with the performance of the department’s graduates. Use employer’s survey.
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F
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F
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F
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F
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F
|
|
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Median/average student evaluation for all courses and the % of faculty awarded excellence in teaching award
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F
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F
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F
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F
|
F
|
|
|
Performance measures for research activities. These include journal publications, funded projects, and conference publications per faculty per year and indicate the % of faculty awarded excellence in research award
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F
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F
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F
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F
|
F
|
|
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Performance measures for community services. This may include number of short courses per year, workshops and seminars organized
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F
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F
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F
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F
|
F
|
|
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Faculty and students satisfaction regarding the administrative services offered by the department. Use faculty and students surveys
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F
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F
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F
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F
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F
|
|
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2-1: The curriculum must be consistent and supports the program’s documented objectives.
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Program content (courses) meets the program objectives
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F
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F
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F
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F
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F
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Matrix shown in Table 4.4 linking courses to program outcomes. List the courses and tick against relevant outcomes. A sample of such a matrix is shown in Appendix D
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F
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F
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F
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F
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F
|
|
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2-2: Theoretical background, problems analysis and solution design must be stressed within the program’s core material
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Courses contain a significant portion (more than 30%) of the elements in standard 2-2.
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F
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F
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F
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F
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F
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2-3: The curriculum must satisfy the core requirements for the program, as specified by the respective accreditation body. Examples of such requirements are given in Table A.1, Appendix
The curriculum must satisfy the core requirements for the program, as specified by the respective accreditation body. Examples of such requirements are given in Table A.1, Appendix A.
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|
F
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F
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F
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F
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F
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2-4: The curriculum must satisfy the major requirements for the program as specified by HEC, the respective accreditation body / councils. Examples of such requirements are given in Table A.1, Appendix A.
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|
F
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F
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F
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F
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F
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2-5: The curriculum must satisfy general education, arts, and professional and other discipline requirements for the program, as specified by the respective accreditation body / council. Examples of such requirements are given in Table A.1, Appendix A.
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Address standards 2-3, 2-4 and 2-5 using information provided in Table 4.4
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F
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F
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F
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F
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F
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|
2-6: Information technology component of the curriculum must be integrated throughout the program.
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Courses within the program that will satisfy the standard
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F
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F
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F
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F
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F
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Courses applied and integrated through out the program
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F
|
F
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F
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F
|
F
|
|
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2-7: Oral and written communication skills of the student must be developed and applied in the program.
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Courses within the program that will satisfy the standard
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F
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F
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F
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F
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F
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Courses are applied
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F
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F
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F
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F
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F
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|
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3-1: Laboratory manuals/documentation/instructions for experiments must be available and readily accessible to faculty and students.
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Adequate and timely Access of students and faculty to the manuals/documentation and instructions
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F
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F
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F
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F
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F
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Benchmark with similar departments in reputable institutions to identify short comings in laboratory.
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F
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F
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F
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F
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F
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|
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3-2: There must be adequate support personnel for instruction and maintaining the laboratories
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Laboratory, support personnel, level of support, nature and extent of instructional support
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F
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F
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F
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F
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F
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3-3: The University computing infrastructure and facilities must be adequate to support program’s objectives
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Computing facilities support the computing component of your program.
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F
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F
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F
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F
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F
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Benchmark with similar departments in reputable institutions to identify short comings in computing infrastructure and facilities if any
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F
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F
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F
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F
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F
|
|
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4-1: Courses must be offered with sufficient frequency and number for students to complete the program in a timely manner
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Department’s strategy for course offerings
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F
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F
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F
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F
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F
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Frequency of required courses offered.
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F
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F
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F
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F
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F
|
|
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Frequency of required elective courses offered.
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F
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F
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F
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F
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F
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Managed required courses outside the department in sufficient number and frequency
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F
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F
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F
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F
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F
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|
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4-2: Courses in the major area of study must be structured to ensure effective interaction between students, faculty and teaching assistants
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Achievement of 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
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F
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F
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F
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F
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F
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4-3: Guidance on how to complete the program must be available to all students and access to academic advising must be available to make course decisions and career choices.
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Inform students about program requirements
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F
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F
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F
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F
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F
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Advising system and its effectiveness is measured
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F
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F
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F
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F
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F
|
|
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Student counseling system and its method of use when needed
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F
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F
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F
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F
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F
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|
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Students have access to professional counseling; when necessary
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F
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F
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F
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F
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F
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|
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Opportunities available for students to interact with practitioners, and to have membership in technical and professional societies
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F
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F
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F
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F
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F
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|
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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.
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Program admission criteria at the institutional level, faculty or department if applicable
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F
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F
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F
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F
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F
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Policy regarding program/credit transfer
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F
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F
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F
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F
|
F
|
|
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evaluation of admission criteria and usage of evaluation results to improve the process
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F
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F
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F
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F
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F
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|
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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
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Registration of students in the program
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F
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F
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F
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F
|
F
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Monitoring Students’ academic progress and verification of whether their program of study adhere to the degree requirements
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F
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F
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F
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F
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F
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|
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Evaluation of process of registration and monitoring and use of evaluation results to improve the process
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F
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F
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F
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F
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F
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|
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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 with its objectives.
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Process used to ensure that highly qualified faculty is recruited to the program
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F
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F
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F
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F
|
F
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|
Methods used to retain excellent faculty members.
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F
|
F
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F
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F
|
F
|
|
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Relationship of evaluation and promotion processes with institution mission statement.
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F
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F
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F
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F
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F
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|
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Evaluation of this process in evaluated and use of evaluation results to improve the process.
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F
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F
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F
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F
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F
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|
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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.
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Process and procedures used to ensure that teaching and delivery of course material is effective and focus on students learning
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F
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F
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F
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F
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F
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Evaluation of process and use of evaluation results to improve the process
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F
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F
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F
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F
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F
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|
|
5-5: The process that ensures that graduates have completed the requirements of the program must be based on standards, effective and clearly documented procedures. This process must be periodically evaluated to ensure that it is meeting its objectives.
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Procedures used to ensure that graduates meet the program requirements
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F
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F
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F
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F
|
F
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Evaluation of this procedure and use of results of this evaluation are used to improve the process
|
F
|
F
|
F
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F
|
F
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|
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6-1: There must be enough full time faculty who are committed to the program to provide adequate coverage of the program areas/courses with 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
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Program areas and number of faculty in each area.
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F
|
F
|
F
|
F
|
F
|
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Faculty Resume prepared in a format included in Appendix B
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F
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F
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F
|
F
|
F
|
|
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Information recorded in Table 4.6
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F
|
F
|
F
|
F
|
F
|
|
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6-2: 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.
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Criteria for faculty deemed current in the discipline and based on these criteria and information in the faculty member’s resumes, what percentage of them is current. The criteria should be developed by the department
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F
|
F
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F
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F
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F
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Means for ensuring that full time faculty members have sufficient time for scholarly and professional development
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F
|
F
|
F
|
F
|
F
|
|
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Existing faculty development programs at the departmental and university level. Demonstrate their effectiveness in achieving faculty development.
|
F
|
F
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F
|
F
|
F
|
|
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Evaluation of faculty programs and use of evaluation results for improvement.
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F
|
F
|
F
|
F
|
F
|
|
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6-3: All faculty members should be motivated and have job satisfaction to excel in their profession
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Programs and processes in place for faculty motivation
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F
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F
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F
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F
|
F
|
|
Faculty input using faculty survey (Appendix C) on programs for faculty motivation and job satisfaction
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F
|
F
|
F
|
F
|
F
|
|
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Effectiveness of these programs
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F
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F
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F
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F
|
F
|
|
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7-1: The institution must have the infrastructure to support new trends in learning such as e-learning.
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Infrastructure and facilities that support new trends in learning
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F
|
F
|
F
|
F
|
F
|
|
Adequate the facilities
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F
|
F
|
F
|
F
|
F
|
|
|
7-2: The library must possess an up-to-date technical collection relevant to the program and must be adequately staffed with professional personnel.
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Adequacy of the library’s technical collection
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F
|
F
|
F
|
F
|
F
|
|
Support rendered by the library
|
F
|
F
|
F
|
F
|
F
|
|
|
7-3: Class-rooms must be adequately equipped and offices must be adequate to enable faculty to carry out their responsibilities
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Adequacy of the classrooms
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F
|
F
|
F
|
F
|
F
|
|
Support rendered by the library
|
F
|
F
|
F
|
F
|
F
|
|
|
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
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program meets this standard. If it does not explain the main causes and plans to rectify the situation.
|
F
|
F
|
F
|
F
|
F
|
|
Level of adequacy of secretarial support, technical staff and office equipment
|
F
|
F
|
F
|
F
|
F
|
|
|
8-2: There must be an adequate number of high quality graduate students, research assistants and Ph.D. students
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Number of graduate students, research assistants and Ph. D students for the last three years.
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F
|
F
|
F
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F
|
F
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|
Faculty: graduate student ratio for the last three years.
|
F
|
F
|
F
|
F
|
F
|
|
|
8-3: Financial resources must be provided to acquire and maintain Library holdings, laboratories and computing facilities
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Resources available for the library
|
F
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F
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F
|
F
|
F
|
|
Resources available for laboratories
|
F
|
F
|
F
|
F
|
F
|
|
|
Resources available for computing facilities
|
F
|
F
|
F
|
F
|
F
|
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