Indicator 4.1 Learning Management (Teaching and Learning Approach)
For criteria 7 and 8, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards.
| Score 1 | Score 2 | Score 3 | Score 4 | Score 5 |
| Has action 1 item | Has action 2 item | Has action 3-4 item | Has action 5-6 item | Has action 7-8 item |
AUN-QA based criteria
For AUN-QA, criteria 1 to 6 are assessed at 7 levels.
Performance
1. The educational philosophy is articulated and communicated to all stakeholders
Our educational philosophy serves as the foundation for decision-making, guiding our approach to teaching and learning. By effectively expressing our philosophy, we aim to ensure alignment and shared vision among all stakeholders.
Our program has developed a concise and meaningful mission statement that encapsulates our purpose, objectives, and desired outcomes. It clearly communicates our commitment to excellence in education. Furthermore, our vision statement outlines our long-term aspirations, providing stakeholders with a clear understanding of our program’s direction and goals.
We also circulate the education philosophy while recruiting new students to the department and once the students are inducted into the program a student handbook having the detailed educational philosophy was distributed to them. The students are also informed about that. We actively engage in circulating the education philosophy to all the stakeholders by publishing the activities conducted in the department in the college newsletter “STIC onPoint”.
The educational philosophy is also discussed in the department meetings where the teachers share their perspectives and concerns. It is also sent to the Human Resources officers in the industries for introducing and recommending our students for internships.
In conclusion, our program has made significant strides in articulating and communicating our educational philosophy to stakeholders. Through a clear mission and vision, defined core values, specific goals, and ongoing engagement and communication, we have fostered a shared understanding and commitment among stakeholders. Additionally, our documentation and training efforts have contributed to the consistent implementation of our philosophy across the program. Moving forward, we will continue to assess and refine our communication strategies to ensure that our educational philosophy remains at the heart of our program’s operations. There are also plans
- To invite Internship industry guides to our program for interaction with the junior students to discuss about the industry requirements.
- To facilitate a meeting between the Dean-BBA and our program students.
ALIGNMENT OF PHILOSOPHY WITH THE OBJECTIVES AND EXPECTED LEARNING OUTCOME OF THE PROGRAM
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Philosophy |
Objectives |
Expected Learning Outcome |
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Provide science education Aviation To obtain skilled aviation operators who are conscious of life safety. and property of those involved according to national and international standards |
O1-To produce graduates capable of being responsible, moral and ethical aviation and support operators, and well adapted to international cultures. O2-Be virtuous and ethical in life have professional ethics. Responsibility towards the profession, society and environment |
Have morals and ethics, Discipline in the study and life. Responsibility towards oneself and society Good personalities and able to express themselves appropriately |
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O3-To produce graduates with knowledge and understanding of the operation of important systems in aircraft. flight control systems, various systems in airports, aircraft communication systems, and modern technology in aircraft and aviation |
Have basic knowledge of mathematics and basic science including starting to learn about the basic rules of aviation, airports. Have additional basic knowledge of air navigation and air traffic, Aircraft structure and materials, aviation regulations. Able to apply basic knowledge of human factors in aviation, flight safety Knowledge of various systems of the plane and human factors affecting flight Have knowledge and understanding of aviation accident investigation principles, and learn various systems of aircraft |
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O4- To produce graduates with the ability to adapt to rapidly changing technologies. can be learned according to the needs of the aviation industry and able to adapt to various societies and cultures |
Have knowledge and skills, good human relations high responsibility, professional ethics, have a high level of English language skills and practice to take the exam and become a pilot Air Cargo Aviation Support Officer or related businesses. Have sufficient knowledge and skills for further study at a higher level |
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O5- To produce graduates with the ability to use the English language. This is the language that is set to be the main language of communication in the international aviation industry for efficient and effective communication |
Be able to search for information and knowledge. Able to present or communicate in English. |
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O6- Be able to perform various tasks in the aviation industry |
Professional knowledge in the aviation industry, aviation regulations and safety Have in-depth knowledge and skills in specific professional subjects and air navigation management such as meteorology, aircraft components and systems, flight performance aircraft performance control. Preparation of aviation information and airport management |
Evidences:
- TQF-02- Program Mission, purpose, objective & outcome
- STIC website
- AR Brochure
- Student Handbook
- STIC on-Point
- New Student Orientation
- New Lecturer Orientation
2. The students can participate in the learning management process
Student involvement is a crucial aspect of effective education, as it promotes active engagement, ownership of learning, and collaborative learning environments. By assessing student participation, we have identified areas of strength and areas that require improvement to enhance the overall learning experience.
In the class, the teachers of the department promote the thought of being attentive, participative and be interactive in the class to learn the concepts of aeronautics clearly. Teachers actively observe student participation during class activities, noting the level of engagement, contribution, and interaction. This allows each teacher to assess individual and collective student involvement.
The students are made to actively learn with google classrooms, where the teacher uploads all the teaching materials of the class in a presentation format well before the classes for the students to read the concepts and prepare themselves before the class. The same platform is also used for posting quizzes and assignments for the students to do it and submit it before the deadline set by the teacher. The teachers appreciate the work done by the students and gave their valuable feedback on the areas where the students have to improve and concentrate on to be creative and be visionary.
We regularly seek student feedback through surveys, questionnaires, or informal discussions. This enables us to understand their experiences, preferences, and suggestions for improvement. We value their input and consider it to improve the teaching and learning methods. A survey about each course taught to the students is done at end of the semester after their examination which was included in the Thai Quality Framework 5. This helps the teacher to assess and improve themselves in the areas of concern.
Evidence:
- Student Participation in Google Classroom
- Lecturer Feedback on Student Work
- Student Feedback in TQF-05 regarding course and Teaching
3. The students can participate in the learning activities
We incorporate hands-on activities in the class that requires students to engage in practical tasks, experiments and projects to promote experiential learning, problem-solving skills and active participation.
Students are engaged in project-based learning activities, where they work collaboratively and individually to plan, execute, and present projects that require critical thinking, problem-solving, and practical application of concepts learned. We evaluate the quality and depth of student project outcomes, assessing their ability to apply knowledge, think critically, and present their work effectively. This evaluation provides insight into students’ active participation and understanding of the subject matter.
Moreover, individual students are assessed through quizzes on the topics taught to gauge their comprehension and mastery of the subject matter. This encourages students to actively engage with the material, review their understanding, and participate in the learning process.
We aim to ensure that all students actively participate in quizzes and experiments. We will explore strategies to encourage broader participation, such as randomly calling on students, creating structured discussion formats, and providing opportunities for quieter students to contribute.
Evidence:
- Quiz- Assignments
- Project Reports
- Student Presentation
- Internship Presentation
- Experimental Learning Participation of the Students
4. The students are promoted to be lifelong learners through learning activities
We have the goal to instil a mindset of continuous learning, curiosity, and self-improvement in the students that extends beyond the classroom. By assessing our efforts in fostering lifelong learning, we have identified strengths and areas for improvement, ultimately enhancing the educational experience and preparing students for lifelong success.
We emphasized the practical application of knowledge by integrating real-world examples, Roleplaying and case studies into the curriculum and in the midterm and final examinations. This enables students to showcase their ability and connect theoretical concepts to real-life situations, promoting lifelong learning beyond the classroom.
We leverage technology tools and resources to facilitate independent learning. Through online platforms like google classroom, students have access to a wealth of information and resources on the courses they studied to support their lifelong learning journey.
Improvement in behavioural attributes
- The student’s discipline and punctuality considerably improved due to the consistent monitoring of the course instructors. This is considered to be one of the most important attributes required by employers from graduates.
- Honesty – The student’s honesty is monitored through their performances in the exams, assignments, class tests and quizzes. It was observed that the students did not get into any kind of malpractice during their assessment activities. This shows that students adhere towards the rules and regulations which is also another important aspect the employer looks for.
- Time Management – The submission of assignments, project works, case analysis reports, etc., on time depicts the student’s time management practices. This is also very much helpful to the students during their internship period wherein the students ask to do multitask.
Evidence:
- Usage of Google Classroom in Learning Activity
- Usage of Learning Management System in Learning Activity
- Case Analysis Report of Students
- Students Roleplay Activity
- Critical Thinking – Sample Question Paper
- Aircraft Simulator Report
- Project Report of Students
- Student Presentations
- Alumni Testimonials
- Airline Dispatching-TQF05
5. The students are promoted to be creative thought, innovative, and have an entrepreneurial mindset
By offering courses like Introduction to Aviation Industry and Aeronautical Industry Innovation that focus on cutting-edge advancements, we aim to inspire students to think creatively, develop innovative solutions, and cultivate an entrepreneurial mindset. These subjects expose students to ground-breaking ideas and inspire them to think creatively about applying these innovations in real-world contexts.
We have incorporated case studies and project assignments that revolve around real-world industry innovations like using flight computers, internet-based applications and flight simulators. Students are encouraged to analyse, evaluate, and propose innovative solutions, fostering creative thinking and an entrepreneurial mindset.
We have provided students with opportunities to apply their knowledge of industry innovations through internships and capstone projects. This hands-on experience allows them to develop problem-solving skills, apply creative thought, and understand the practical implications of innovation.
We have invited industry experts and professionals to guest lecture to share their knowledge and experiences related to the latest industry innovations. This interaction provides students with first-hand insights and encourages them to think innovatively. We strive to strengthen our industry connections to provide students with more exposure to professionals and real-world innovation challenges.
Evidence:
- Course Description of Aeronautical Industry Innovation
- Internship Supervisor Feedback
- Guest Lecture Report
- Project Report
- Study Visit Report
6. The teaching and learning approach is improved continually and aligned with industry requirements and expected learning outcomes
We recognize the importance of keeping pace with industry demands and ensuring that our students are equipped with the knowledge and skills necessary for professional success. The curriculum of the program is revised by inviting external and internal stakeholders every 4 years to keep the course outcome continually aligned with industry requirements, emerging technologies, and evolving job market demands. Program administrators and academic administrators give valuable feedback about the work done to evaluate the alignment between our program’s learning outcomes and industry expectations.
The students are sent for mandatory internships as a fulfilment of the course at various capacities in the aviation industry which enable them to have actual industry experience. Working under the industry experts our students connected their theoretical knowledge with the industry needs and developed solutions for the challenges arising in everyday work environment. When the students are doing their internships, the teachers visited them to identify developmental opportunities to strengthen and enhance the intern’s skills and performance and collaborated with the industry experts to improve the relationship between the institution and the industry.
We collect feedback from students and track the achievements and career paths of our alumni. This information provides insights into the perceived alignment of the program with industry requirements and helps identify areas where improvements can be made. We also collect feedback from each student at the end of each semester, as per the Thai Quality Framework 5. This survey serves as a valuable tool for teachers to assess themselves and identify areas of concern where improvements can be made.
We aim to further enhance teaching strategies that actively incorporate industry examples, case studies, and hands-on experiences to enhance the practical application of knowledge. We strive to develop a more agile curriculum development process, ensuring rapid integration of emerging industry trends and technologies into the program.
Evidence:
- Stakeholders meeting during curriculum revision
- Guest Lecture Report
- TQF-05 sample
- Student Project Report
- Test Blue Print sample
- Exam Paper Review sample
7. The classroom learning management is focused on a student-centered approach
The student-centered approach prioritizes the needs, interests, and active engagement of students, fostering a learner-centric environment.
Instructional strategies such as problem-based learning, group discussions, experiential activities, and project-based assignments to encourage critical thinking and student involvement that promote active student participation and engagement were assessed.
The lecturers also provide individual feedback to the students, offer one-on-one consultation and implemented differentiated instructional approaches to accommodate diverse learning styles and abilities.
Evidence:
- Active Learning Strategies
- Problem-solving Activities
- Hands-on experiments
- Project-based Learning
- Collaborative Learning
- Group Presentation
- Roleplays
- Inter-cultural variety show
- Formative Assessment
- Assessment Methods – TQF-03 sample
- Google Classroom
- Personalized Support
- Extra tutoring
8. Learning management is managed through various technics of information and communication technology systems with a student-centered approach
The integration of ICT systems aims to enhance the learning experience, facilitate access to resources, and promote active student engagement.
In most of the courses, the use of Information and Communication Technology (ICT) is stated as one of the course outcomes. To achieve this, the lecturers use ICT systems like Google Classroom, Powerpoint presentations and mobile messaging services. The lecturers upload the contents of the class materials to be taught well before the class for the students to go through it and have an outline of the topic to be covered. This helps them to understand the matter of the topic more effortlessly. Google Classrooms are also used to post assignments, Quizzes, class test questions, and the completed work by the students submitted through its submission system. The lecturer then reviews the submitted work and give valuable feedback to the students and marks scores. These scores are used to calculate the continuous assessment which constitutes 10% of the final marks of the course.
The central library is having a website through which the students can search and request for lending the book. This provides students with access to a wide range of rich learning resources through traditional textbooks which helps the students to acquire their desired knowledge beyond the classroom.
The project work done by the students in year 4 encourages them to use aeronautical charts, meteorological data, airport information, and flight computer to solve the problems and do the project.
The availability of a robust technological infrastructure, user-friendly platforms, personalized learning features, and collaborative tools contributes to enhanced student engagement, flexible learning opportunities, efficient communication, and access to rich learning resources.
Evidence:
- Airline Dispatch Operations – Google Classroom
- Aircraft Flight Simulator Training
- Projects based on online tools and resources
- LINE Groups Feedbacks
Self-Assessment
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Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
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…5….item |
IQA(1-8) |
1,2,3,4,5,6,7,8 |
8 items |
5 mark |
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AUN-QA(1-6) |
1,2,3,4,5,6 |
level 3 |
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Evidence
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 4.1 | 5 | 3 |