Quality Standards 3.2 Student Support and development

Quality Standards 3.2 Student Support and development

Quality Standards 3.2                   Student Support and development

Quality Standards Type                Process

Description

          In the first year of studies, a mechanism is required to develop basic knowledge or prepare students so that they will be ready to cheerfully learn at the higher education level with a low dropout rate. While they study, various activities to develop students’ knowledge and abilities should be provided – both in- and outside-of classes – along with activities to promote good citizenship and a sense of public awareness. A system to care for and provide academic advising (Bachelor, Master and Doctoral) should be established, along with a system to prevent and manage student risks, so that they will be able to successfully complete their studies within the timeframes specified in the curriculum. This includes supporting the dissemination of students’ academic work, providing learning opportunities to promote development of student potential, and supplying 21st century learning skills that meet international standards.

          Curriculum management performance that showed the quality of student will be based on ;      

          3.2.1 Academic Advising and Counseling

          3.2.2 Student Development Activities

Assessment criteria

In evaluating a suitable scoring level, consider the big picture and overall operational results of supporting students to gain essential skills for their future professions. Assessment level is a score between 0-5 as follows;

0 – No system
– No mechanism
– No concept of overseeing, tracking, and improving
– No information or evidence
1 – A system and mechanisms are in place
– System and mechanisms are not put into practice, implemented
2 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are no improvement/developments integrated into the process
3 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/developments integrated into the process from assessment results
4 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/developments integrated into the process from assessment results
– There are concrete results from the improvements that can be clearly seen
5 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/developments integrated into the process from assessment results
– There are concrete results from the improvements that can be clearly seen
– There are good practice with support evidence, assessment committee can clearly explain why these are good practice

Operational Result

3.2.1 Academic Advising and Counseling

System and Mechanism

3.2 System mechanism of Student Promotion and Development System

Student Promotion System

  1. The curriculum or program set up students supervision and assistance plan.. The student potential enhancement plan consists of student care, information provision, life counseling , academic support and guidance to enrich students learning with happiness.
  2. The curriculum or program assigns the responsible instructors to manage plans / projects.
  3. The curriculum or program follows up and evaluates the plans / activities / projects.
  4. The curriculum or program brings evaluation results and suggestions as a data to improve the student promotion system for the next academic year.

Student academic and life counseling

1 The curriculum or program determines  students- instructors ratio. The previous academic year advisor evaluation from students will be considered before appointing appropriate advisors for the current academic year to oversee and monitor the student performance. The roles of the advisor will be designated.

  1. The advisors receive and perform according to the college advisor manual.
  2. The advisors receive a weekly schedule to meet their advisees.
  3. The advisors meet students on scheduled time for academic and life counseling.
  4. The advisors record all activities in a college report form or in the college’s information technology system.
  5. The advisors follow up the grades and other aspects of all students especially students with academic problems who need advice and assistance.
  6. Advisors suggest solutions for problems that may be solved in this academic year or may be used as a guideline to improve counseling in the next academic year and monitor, evaluate, and implement
  7. The teacher reports the results of the students responsible for the program Faculty and college respectively

Assessment of the System and Improvement Process :

The Bachelor of Education programme in Mathematics has a very well in-place System and Mechanism for Academic Advising and Counseling (see 3.2.1.1) and a good planned Adviser System (see 3.2.1.2). The Department appoints the adviser for each major, each course, and each level. The duties and responsibilities of the Adviser are clearly mentioned in the Advisory Manual. The adviser system focuses mainly on the moral and academic skills of the students. The Students are also encouraged to meet the Department Head regarding academic issues or for any personal advice. The adviser is scheduled to meet with the students one hour a week. The adviser also teaches mathematics classes to the same group of students, thus the adviser knows his/her advisee very well. Aside from the advisers, the students can meet with the faculty and academic dean for an advice any time. The adviser submits their advisory report regularly through the MIS System every time the adviser is done meeting with his advisory class.

With the desire to improve the system, the department introduced the Buddy System (3.2.1.3 and 3.2.1.4). Students were paired with another student for the purpose of:

  • assists with students’ transition as college students
  • provides opportunities for peer tutoring not only in Math but also in English 
  • contributes to a positive and caring college culture 
  • contributes to more positive behaviour by providing positive role models 
  • develops pro-social values and skills
  • develops responsibility 
  • builds self confidence 
  • develops empathy 
  • promotes inclusion 
  • discourages bullying

The department encourages the adviser/s to discuss the importance of Buddy System during the advisorship regular meeting to strengthen the implementation of Buddy System. Since it is the practice of the College to assist the students and have an in-place system of Advising and counselling, it is best that any action will be considered to improve this practice as long as it will be beneficial to everybody.

Assessment

The students were found to be so cooperative, and were very eager and were excited with the task given to them by sending photos as proofs that they enjoyed the company oft her buddy (see 3.2.1.5) and also as reflected in the Monitoring Survey Result with an average mean of 4.92 which is interpreted as STRONGLY AGREE. With this new programme in place, the objectives that are listed below are little by little becoming a new thing in the department :

  • assists with students’ transition as college students
  • provides opportunities for peer tutoring not only in Math but also in English 
  • contributes to a positive and caring college culture 
  • contributes to more positive behaviour by providing positive role models 
  • develops pro-social values and skills
  • develops responsibility 
  • builds self confidence 
  • develops empathy 
  • promotes inclusion 
  • discourages bullying

However, we believe that with proper monitoring for the program, Buddy System will be a success.

Result:

The students’ attitude of being caring, being helpful, concern for others are just some of the good changes that can be attributed to the effectiveness of the Buddy System.

Suggestion:

It is therefore recommended that there will be a proper monitoring for the program. The Department Head may require the Advisers to Submit a report of students’ concerns and progress made and a Survey at the end of the term for its effectiveness (see 3.2.1.6).

3.2.2 Student Development Activities

System and Mechanism

3.2 System mechanism of Student Promotion and Development System (2)

Student development

  1. The curriculum or program develop a systematic student development plan to organize activities both in the classroom and outside of the classroom by considering from the results of the evaluation from the previous academic year and all instructors in the program/curriculum opinions.
  2. The curriculum or program proposes a student development plan the faculty and college respectively for approval.
  3. The curriculum or program request approval from the faculty and college to proceed designed activities / projects.
  4. The curriculum or program conducts all activities / projects according to schedule and approved budgets.
  5. The curriculum or program evaluates and reports activities / projects to the faculty and colleges respectively
  6. The curriculum or program brings evaluation results and suggestions as a data to improve the student development plan for the next academic year.

Assessment of the System and Improvement Process :

The College has a system in place for Student Development Activities (See 3.2.2.1) wherein the development of students is one of the many predictors to assess the effectiveness of the program. It is believed that the development of the students should be based on the 21st century learning skills, such as: 1) core subjects; 2) life and career skills; 3) learning and innovation skills; and 4) information media and technology skills. With this, the college has successfully conducted activities that will help develop the potentials of the students.

2.1. Moral and Ethics Development

The Faculty of Education went to a Virtual Moral, Ethics and Math Camp on the 3rd of March, 2021 with the theme: Virtual Math Camp for U in the New Normal. The camp activities include: Lecture on Ethics and Morality, Code of Ethics of Teachers and Math Activities (see 3.2.2.2).

2.2. Academic Service to the Community    

During the Semester break between term 1 and Term 2, students of year 4 participated in “Practicum I of Education Mathematics Year 4” and visited the following schools as observers from Monday to Friday each week for 4 weeks under Dr. Melven Morales as the teacher In-charge:

  1. Prathomsuksa Thammasat School,
  2. Ongkharak School
  3. Suankularbwittayalai Rangsit School
  4. Dipangkornwittayapat School
  5. Christasongkroh School
  6. Sarasas Witaed Rangsit School

This certainly improve the students’ teaching quality and competency to a great extent (see 3.2.2.3).

In addition, as our way of giving to the community, the education students implemented a Teaching for a cause project (see 3.2.2.19)

To showcase the students knowledge and to help them share what they know, the Faculty of Education conducted Education Expo (see 3.2.2.20)

2.3. Promotion of Thai Culture and Environmental Preservation Activities

The students actively join the activities on special days to promote Thai culture such as Wai Kru, Lay Kathong Day, The King’s Birthday, Song Kran Festival and etc.(see 3.2.2.18). The students also join the International Culture Day, so they can understand our neighbouring countries. The math Camp also carries an activity intended for the preservation of the environment held on 3rd of March, 2021 with the theme: Virtual Math Camp for U in the New Normal. (3.2.2.2).

2.4. Public Mind Development:

The students of Year 4 & 5 taught math classes to the Public and Private School Students from Grade 1 to 12 as part of their final requirement for the completion of their course. They applied PDCA cycle into the process of working. Also, the students participated on a Training Course at Silpakorn University last September 26-27, 2020 with an objective of developing desirable characteristics for student-teacher with the Theme: Teacher Production for Local Development Project (see 3.2.2.4) .

  1. Learning and Innovation Skills: (Innovation and Creativity)

Year 3 and Year 4 students have showed great improvement in their innovation skills for teaching and learning processes. Year 4 have developed innovation approaches though the courses they took in term 1 and term 2. These courses are:

  1. Seminar in Mathematics Education (see 3.2.2.5)
  2. Programming Packages for Math Education (see 3.2.2.6) 
  3. Mathematics Teaching & Learning (see 3.2.2.7)
  4. Learning Activities for Mathematics (see 3.2.2.8 & 3.2.2.9)
  5. Practicum (see 3.2.2.10)
  6. Teaching for a Cause Project (see 3.2.2.11)
  7. Project Assessment (see 3.2.2.12)

All students of Year 3 and Year 4 have presented their output of these courses.

In addition, Year 4 students have produced a research work (see 3.2.2.13).

These evidences of students output proved that the students development program is on the right track and it help to develop the students potentials as reflected on their performance and the attainment of the competencies  of the students. 

TOEIC for English Language Development

STIC TOEIC TEST which has 3 levels plays a significant roles in developing the students English language skills (see 3.2.2.14)

1.1. TOEIC MINI TEST (35 Marks, 3x/semester),

1.2. TOIEC PRACTICE TOEIC TEST (200 marks, 1x/semester),

1.3. REAL TOEIC TEST (Conducted by TOEIC Testing Centre).

To ensure the proper implementation of this program, proper scheduling was properly implemented and observe (see 3.2.2.17)

Information, Media and Technology Skills:

The B.Ed. programme in Mathematics develops a system process for improving students’ competencies, 21st century learning skills in the class and extra- curricular activities. Every student has actively recorded (in writing) their development activity throughout the academic year. The students were motivated to Moodle-based/Google Classroom study. Various probable problems and questions were uploaded in the Moodle/Google Classroom after each chapter. Students participated in this new process, they tried to answer questions and solved problems for practice and discussed their answers and results with the concern teacher on the next class for further clarifications. It is found that students’ knowledge and skills have been improved as a consequence of  Moodle-based/Google Classroom study. We have started introducing this Moodle/Google Classroom-based study in all courses for the whole academic year. We have already introduced the same process in other courses as a means also to cope with situation brought about by Covid-19 pandemic. Further we have introduced computer use in this course viz. using computer (advanced excel) to solve problems on algebra and probability and statistics which we teach the same theoretically in other courses. We observed that students are very much interested and improved very much in computer literacy and numerical analysis in theoretical classes. Use of computer enhances their numerical problem solving skill and interest in the subject. Our further plan is to use to computer knowledge , to increase digital competency in 21st century, in other courses as far as possible (see 3.2.2.10).

One System and Process Evaluation

      The program committee develops the system, and the system is already in place, by preparing the document to support counselling and advising (see 3.2.2.15) . This process can help monitoring the performance of advisors and better outcome of advising the students.

      Moreover, the established program also provided a tutorial session for students who are weak in Mathematics with understanding that these groups have to deal with Mathematics problems and English language at the same time. The tutorial session successfully helped students gaining more satisfaction in learning. 

In all development projects, the college assessed the programme through surveys to look into the students’ satisfaction on the program implemented. It was found out that the Students’ Satisfaction in this regard is  4.3047. For the B.Ed program in mathematics, the objectives of the development project will be improved to clearly and specifically be identifying the target goals set for mathematics major.

Other proof that the students have gained enough experiences as an output of the system in place is their experience during their practicum (see 3.2.2.10).

Assessment:

More activities were implemented and properly documented that will vouch the effectiveness of the programs. Survey results indicates the satisfaction of the students at  4.3047 (see 3.2.2.16).

Results

The program committee develops the system by preparing the document to support counselling and advising. This new process can help in monitoring the performance of advisers and better outcome of advising the students. Moreover, the program also provides a tutorial session for students who are weak in Mathematics with understanding that these groups have to deal with Mathematics problems and English language at the same time. The tutorial session successfully helped students gaining more satisfaction in learning. 

 

Evidence

3.2.1.1System and Mechanism
3.2.1.2Advisory Manual
3.2.1.3Buddy System Program
3.2.1.4Minutes of the Meeting
3.2.1.5Buddy System Photos
3.2.1.6Survey Result (Buddy System)
3.2.2.1System and Mechanism
3.2.2.2Math Camp Report
3.2.2.3Practicum Report
3.2.2.4Certificate of Attendance – Teacher Production for Local Development Project
3.2.2.5Seminar in Math Report
3.2.2.6Programming packages Innovations
3.2.2.7Lesson Plan (Teaching Demo)
3.2.2.8Modeling (Leaning Tower of Pisa)
3.2.2.9Scrump Model
3.2.2.10Teaching Demo Videos
3.2.2.11 Teaching for a Cause Project 
3.2.2.12Project Assessment
3.2.2.13Research Works
3.2.2.14TOIEC Result
3.2.2.15System and Mechanism
3.2.2.16Satisfaction Survey Result
3.2.2.17TOIEC Schedule
3.2.2.18Wai Kru
3.2.2.19Teaching for a Cause Project
3.2.2.20Education Expo
Self-Assessment Score
3.24

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