Criterion 3 – Teaching and Learning Approach
AUNQA requirements for Criterion 3
3.1 Guided by philosophy
The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.
Diagnostic questions
- Is an educational philosophy explicit and shared by all the teaching staff? What is it?
- What are teaching and learning activities that reflect the educational philosophy?
- Is the teaching provided by other departments (e.g. general courses) satisfactory? How is it evaluated?
- Are the teaching and learning methods used aligned with the ELOs?
3.2 Responsible participation
The teaching and learning activities are shown to allow students to participate responsibly in the learning process.
Diagnostic questions
- Do the students participate with responsibilities in learning processes? In what teaching and learning activities?
- What are the students’ responsibilities in the teaching and learning activities?
3.3 Learning by action
The teaching and learning activities are shown to involve active learning by the students.
Diagnostic questions
- What are teaching activities used to promote learning by action or active learning?
- Is practical training a compulsory or optional part of the programme?
- Are the extent and result of practical training satisfactory?
- What benefits do employers and students gain from the practical training?
- How are students coached to do well in the practical training?
- How is the assessment for practical training done?
3.4 Life-long learning
The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning.
Diagnostic questions
- By what teaching and learning activities is a commitment to life-long learning instilled in students?
- How do the teaching activities enhance life-long learning?
- Do the chosen methods fit into the learning outcomes of the courses?
3.5 Entrepreneurial mindset
The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.
Diagnostic questions
- What are teaching and learning activities used to inculcate in students entrepreneurial mindset?
- How do the teaching activities help students develop entrepreneurial mindset?
- Do the chosen methods fit into the learning outcomes of the courses?
- How is the assessment done?
3.6 Teaching and learning improvement
The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.
Diagnostic questions
- How is the teaching and learning approach evaluated?
- What is the procedure for evaluation and improvement of the teaching and learning approach?
Scoring for TRSU QA
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3 items | 4 items | 5-6 items |
AUNQA scoring rubrics
A seven-point rating scale used for AUNQA assessment is described below.
1. Absolutely inadequate
The QA practice to fulfil the criterion is not implemented.
There are no plans, documents, evidences or results available.
Immediate improvement must be made.
2. Inadequate and improvement is necessary
The QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary.
There is little document or evidence available.
Performance of the QA practice shows little or poor results.
3. Inadequate but minor improvement will make it adequate
The QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.
4. Adequate as expected
The QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.
5. Better than adequate
The QA practice to fulfil the criterion is better than adequate. Evidence supports that it (the QA practice) has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.
6. Example of best practice
The QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented.
Performance of QA practice shows very good results and positive improvement trend.
7. Excellent (example of world-class or leading practice)
The QA practice to fulfil the criterion is considered to be excellent or is an example of world-class practices in the field. Evidences support that it has been innovatively implemented.
Performance of the QA practice shows excellent results and outstanding improvement trends.
How to write a response to the criterion requirements
- The response should describe a QA practice that the program do to fulfil the criterion. The QA may be a PDCA (plan-do-check-act) process to ensure the quality, and include documentation, evidence and result of the implementation.
- The response should illustrate clearly what the QA mechanisms or instruments are; when, where, by who, and how they are implemented and managed to fulfil the criteria.
- The response should identify and evaluate problems or issues that are not addressed, and indicate how the problems will be dealt with. The diagnostic questions in each of the criterion requirements may help identify the problems.
- To be concise and factual, the response should focus on information or data (or objective evidence) that directly addresses the criteria, and provide trends and statistics to show achievement and performance.
How the QA practice fulfil the criterion
Quality assurance practice should have QA plan that evaluates and may modify organization’s procedures to ensure that they provide the desired results. It includes documentation for the planning, implementation and assessment procedures for a project, process or any QA activity. To fulfil requirement 1.1 Outcomes formulation, for example, the QA plan should provide information to answer the following questions.
- What procedure does the program use to formulate the expected learning outcomes?
- Is a learning taxonomy used to write the statement of LOs? What taxonomy and how is it used?
- Is the taxonomy used for program or course learning outcomes, or both? Why?
- What are the objectives in terms of the quality of the learning outcomes (e.g. transparency, ease of assessment, the extent of alignment, enabling hierarchy, effectiveness, clarity to the stakeholders)?
- What is the process used to ensure that the quality objectives are met?
- What is a method used to measure the achievement of the quality objectives?
Operational Result
3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.
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.
Reflection of educational philosophy in Teaching and Learning Activities
| Philosophy | Objectives | Expected Learning Outcome | Assessments | Evidence |
| Provide science education Aviation To obtainskilled aviation operators who are consciousof life safety. and property of those involvedaccording to national and internationalstandards | 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 | Classroom Participation Submission of Assignments on time Group Discussion Class Attendance Roleplays | Google Classroom MIS attendance Intercultural Variety show Roleplay Report |
| 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 | Assignments Quizzes Class Tests Mid-Term Exam Final Exam Projects | TQF-03 Assessment plan Google Classroom Learning Management System Project Reports | |
| 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 | Group Presentation Projects based on online scientific tools | Student Presentation Airline Dispatch Project Aircraft Flight Simulator Training | |
| 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. | Group Presentation | Student Presentation | |
| 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 | Projects Internship Presentation | Aerodrome Project Internship presentation |
3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning 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 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 the 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.
3.3 The teaching and learning activities are shown to involve active learning by the students.
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.
3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning (e.g., commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices).
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.
Aeronautics students commits to learning throughout their lives, adapting to new technologies, regulations, and industry practices to remain proficient and competitive in their careers. This approach is essential in a rapidly advancing field like aeronautics, where ongoing education can lead to innovation and excellence.
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.
3.5 The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and 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 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.
Fostering an entrepreneurial mindset in aeronautics students is crucial, especially when learning about airport and airline management. This mindset encourages students to be curious, make connections within the aviation industry, and create projects that add value. Courses in airport and airline management provide a practical framework for students to apply entrepreneurial thinking, preparing them for leadership roles and enabling them to innovate within the dynamic aviation sector.
3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the 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
Assessment scores
| Requirements | Self score | Assessors’ |
| 3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities. | 1 | 1 |
| 3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process. | 1 | 1 |
| 3.3 The teaching and learning activities are shown to involve active learning by the students. | 1 | |
| 3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning. | 1 | 1 |
| 3.5 The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset. | 1 | 1 |
| 3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes. | 1 | 1 |
| Overall | 5 | 5 |