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
3.2.1 System and Mechanism
- 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.
- The curriculum or program assigns the responsible instructors to manage plans / projects.
- The curriculum or program follows up and evaluates the plans / activities / projects.
- 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 counselling
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.
- The advisors receive and perform according to the college advisor manual.
- The advisors receive a weekly schedule to meet their advisees.
- The advisors meet students on scheduled time for academic and life counselling.
- The advisors record all activities in a college report form or in the college’s information technology system.
- The advisors follow up the grades and other aspects of all students especially students with academic problems who need advice and assistance.
- 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
- 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 programm in Science has e System and Mechanism for Academic Advising and Counselling (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 of her/his buddy (see 3.2.1.5) and also as reflected in the Monitoring Survey Result with an average mean of _____ 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).
on
3.2.2 Student Development Activities
3.2.2 Student Development Activities
System mechanism of Student Promotion and Development System (2)
Student development
- The curriculumor 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.
- The curriculumor program proposes a student development plan the faculty and college respectively for approval.
- The curriculumor program request approval from the faculty and college to proceed designed activities / projects.
- The curriculumor program conductsall activities / projects according to schedule and approved budgets.
- The curriculumor program evaluates and reports activities / projects to the faculty and colleges respectively
Each activity follows the Plan-Do-Check-Act (PDCA) management method to facilitate the development of student learning skills as follows:
PLAN:Involves the establishment of objectives and processes required to deliver the desired results.
DO: Enables the implementation of the plan identified from the previous step.
CHECK: Involves evaluation of the activity and identifying problems or obstacles during the implementation.
ACT: Solving the problems and improving the process for the next implementation.
Also, the development of 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
For AY2021 , the students have not completed all four (4) main groups of skills that are essential for learning in the 21st century due to covid-19 pandemic. Only information media and technology skills and learning and innovation skills were arranged on online platforms..
- INFORMATION MEDIA AND TECHNOLOGY SKILLS Education Expo 2021 – The event is also intended to promote teamwork and collaboration among Education in STIC. The 4th year BEd Science students showcased their Digital teaching and learning materials that they developed together with the other majors in the Faculty of Education.
2. LEARNING AND INNOVATION SKILLS
STIC TOEIC Test aims to develop the English proficiency of students through a series of online practice tests. In AY 2021, three forms of TOEIC tests were offered to the students:
- TOEIC MINI Test consists of 35 marks tests
which is conducted thrice each semester.
- TOEIC Practice Test consists of 200 marks and
conducted once every semester.
- REAL TOIEC Test which was conducted twice for AY 2021 by the TOEIC Testing Center at STIC once every semester.
Assessment Process
The activities were assessed in terms of student satisfaction and its contribution to the development of the 21st century skills.
For the satisfaction survey, the project organizers are responsible for evaluating every activity required from the students. For this purpose, the SAO evaluation form is used. Right after each activity, students are randomly selected to accomplish the form. Analysis of the responses is made and a report is submitted to the SAO Office or the program committee. Suggestions for improvement were noted and integrated into the activity the following year. The result of the evaluation are as follows:
For developing the student’s 21st century skills, the activities were evaluated by the students in the program before the end of the AY2021 using a questionnaire checklist.
- Science Seminar Day 2021 provided opportunity to expose learners to explore further the power of science beyond the classroom setting. Their hands-on experience with various activities during the event will enable them to experiment on their innovative and creative skills. The event is also intended to promote teamwork and collaboration among science and other Education students in STIC who were the participants of the event . The event was attended by other education students and the faculty members of the Science. The facilitators and speakers of the seminar were the 3rd year BEd Science students.
- Post Orientation of Graduating Students
Evidence
| 3.2.1.1 | System and Mechanism (1) |
| 3.2.1.2 | System and Mechanism (2) |
| 3.2.1.3 | Advisor System |
| 3.2.2.1 | st Faculty of Education Day (2 nd Education Expo and 1st Research Forum |
| 3.2.2.2 | Webinar in English and Science Teaching |
| Self-Assessment | Score |
| 3.2 | 3 |