Indicator 3.1 Curriculum or Program (Program structure and Content)
For criteria 8 and 9, 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 7-9 item |
AUN-QA based criteria
For AUN-QA, criteria 1 to 7 are assessed at 7 levels.
Performance
1. Up-to-date and modern, and industry-related programs
Our Bachelor of Education program curriculum is up-to-date and modern; it focuses on developing skills and expertise needed in the modern approaches of teaching English to answer the demand of the 21st century students. Some of the most notable developments include: Arts & Culture Integration, integration of knowledge in innovation, information technology, modern educational media, and effective classroom management, together with a variety of activities to help achieve maximum efficiency in the teaching profession.
Moreover, our curriculum meets the standards and approves by the Teachers Council of Thailand and the Ministry of Higher Education Standards
All students are required to attend one-year internship in schools and perform as actual teachers. During this time, the students will be closely supervised by administrators of the schools together with the teachers of St. Theresa International College.
2. Comprehensive and modern program; and communication to all stakeholders.
The new curriculum 2019 is comprehensive and modern. Representatives from different stakeholders are all present and are part of curriculum design and revision. All revisions made to our curriculum are a result of different stakeholders evaluation. These changes in the curriculum are communicated to our stakeholders through our website, bulletin boards, etc.
Last March 30, 2023, the committee on Curriculum held a meeting with concerned departments, including representative from Teachers Council, School representatives, teachers and our current student and alumni representative for the approval of our 2024 BEd Curriculum
3. The design of the curriculum is constructively aligned with achieving the expected learning outcomes
The curriculum has been designed to produce professional teachers that are well-equipped with exceptional English language skills, well-rounded knowledge, proper characteristics, integrity, honesty, and life-long learning habits . Lecturers have to adopt with the new changes and technology in teaching, specially during the pandemic. Some of the evident changes in the teaching learning were the use of Google Classrooms, Google Meet, MIS System among others. These are strategically aligned to achieve the program learning outcomes.
Program Learning Outcomes (PLOs) and Year Learning Outcomes (YLOS) are strategically aligned with the Course Learning Outcomes (CLOs) and Learning Management to ensure that students achieve the expected learning outcomes before they graduate and to meet different stakeholders requirements and expectations
4. The design of the curriculum includes feedback from external stakeholders
Participation of stakeholders is one important factors in designing, revising and and implementing our curriculum. The curriculum or program takes the results of the achievement assessment based on the objectives of the current curriculum and information survey from those involved with the program or stakeholders such as entrepreneurs, graduates, professional organizations, graduate users, etc. and global and economic trends in society including opportunities and threats into the considerations of new curriculum or program development or revision
current curriculum.
The following are some of the steps taken in integrating stakeholders in the design of our curriculum:
- A survey in the community is conducted to determine their needs .
- The suggestions of the schools where our students have their internship and practicum are taken into consideration and integrated.
- Alumni, current students, teachers and school administrators feedbacks were also integrated in the the curriculum design.
5. The curriculum is logically structured, properly sequenced
The BEd-English curriculum is logically structured and sequenced by mapping out the skills and knowledge and content to ensure that students learning builds on their previous knowledge.
The curriculum is structured in such a way that student can gradually build their knowledge and understanding of the concepts of teaching. These include: Integration of content and skills , Logical and psychological requirements , Varieties in modes of learning and Continuity among others.
Some courses have pre-requisites to ensure that students have built up the necessary skills before they venture on more challenging courses.
6. The curriculum has the option(s) for students to pursue major and/or minor specializations.
The faculty of Education does not only provide students options to take different majors, but it also provide students to continue studying overseas through our 3+ 1 program; that is, study 3 years at STIC and 1 year in oversea universities.
We have partnered with different local and international universities to provide students more opportunities and wide range of choices.
7. The curriculum is reviewed periodically to be up-to-date and relevant to the industry curriculum
The faculty appoints committee those who come either from inside or outside the college to develop, design / update the curriculum according to the criteria of the College. The appointed committee member develop or improve curriculum according to the philosophy, objectives, structure and course content of the curriculum and curriculum standards criteria and manage to be curriculum document. The appointed committee members develop or improve curriculum according to curriculum standards criteria.
The new curriculum for B.Ed. Program in English Teaching was approved on December 2019. The revision is now on-going for the new curriculum which will take effect in June 2024.
8. The curriculum is aligned with the Higher Education Qualification Framework Standards’ learning outcomes
The curriculum designed is aligned with The Thai Qualifications Framework for Higher Education requires the curriculum to cover at least 5 aspects of learning outcomes as follows: 1)Ethical and moral development; 2) Knowledge; 3) Cognitive Skills; 4) Interpersonal skills and responsibility; and 5) Analytical and communication skills.
9. The Higher Education Qualification Framework Standards’ learning outcomes result from curriculum management
The curriculum or program approve and appoint the committee those who come either from inside or outside the college to develop, design / update the curriculum according to the criteria of the College. The appointed committee develop or improve curriculum according to the philosophy, objectives, structure and course content of the curriculum and curriculum standards criteria and manage to be curriculum document. The appointed committee develop or improve curriculum according to curriculum standards criteria.
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
…5 item… |
IQA(1-9) |
1,2,3,8,9 |
….5…item |
…4..mark |
|
AUN-QA(1-7) |
1(4), 2(4), 3(4) |
level……3……. |
||
Evidence
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 3.1 | 4 | 5 |