Quality Assurance Manual 2012-2013

AL AIN UNIVERSITY OF SCIENCE AND TECHNOLOGY

QUALITY ASSURANCE MANUAL 2012-2013

Web: http://www.aau.ac.ae/ EMAIL: quality@aau.ac.ae Tel: 03-7024817 Fax: 03-7024777

TABLE OF CONTENTS

1

Introduction ________________________________________________________ 1

2

University Organization & Management Structure _________________________ 2 2.1

Vision ________________________________________________________________ 2

2.2

Mission _______________________________________________________________ 2

2.3

Strategic Plan__________________________________________________________ 2

2.4

Organization Chart _____________________________________________________ 4

2.4.1 2.4.2 2.4.3 2.4.4 2.4.5

2.5

2.6

University Council _________________________________________________________ 7 Deans’ Council____________________________________________________________ 8

University Quality Committees ___________________________________________ 8

2.6.1 2.6.2 2.6.3 2.6.4

Academic Quality Assurance Committee _______________________________________ 8 Administrative Quality Assurance Committee____________________________________ 9 College Quality Assurance Committee ________________________________________ 10 Program Quality Assurance Committee ________________________________________ 10

Quality Assurance & Institutional Research Center (QAIRC) _______________ 11 3.1

Vision _______________________________________________________________ 11

3.2

Mission ______________________________________________________________ 11

3.3

Goals and Objectives __________________________________________________ 11

3.4

Duties and Responsibilities ______________________________________________ 11

3.5

Organization Structure_________________________________________________ 12

3.5.1.

3.5.2.

3.5.3.

4

Director of QAIRC________________________________________________________ 12 Deputy Director __________________________________________________________ 13 Data Analyst_____________________________________________________________ 13

AAU Institutional Effectiveness Framework _____________________________ 14 4.1

Institutional Effectiveness ______________________________________________ 14

4.2

Strategic Planning _____________________________________________________ 16

4.3

Outcomes Assessment __________________________________________________ 16

4.3.1 4.3.2

4.4

5

5 5 6 6 6

University Councils _____________________________________________________ 7

2.6.1 2.6.2

3

Board of Trustees __________________________________________________________ Chancellor _______________________________________________________________ Executive Consultation Council _______________________________________________ University President ________________________________________________________ Vice President(s) __________________________________________________________

Purpose of Assessment _____________________________________________________ 16 Assessment Operational Model ______________________________________________ 17

Budgeting Process _____________________________________________________ 18

Academic Quality Assurance _________________________________________ 19 5.1.

Overview of Outcomes Assessment _____________________________________ 19

5.2.

Program Outcomes Assessment Process _________________________________ 19

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5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 5.2.6

6

Program Mission and Goals _________________________________________________ Program Learning Outcomes ________________________________________________ Assessment Methods ______________________________________________________ Achievement Targets ______________________________________________________ Assessment Implementation_________________________________________________ Closing the Loop: Results Dissemination and Follow-Up __________________________

20 21 22 23 24 25

Administrative Quality Assurance _____________________________________ 27 6.1

Overview of Administrative Assessment ___________________________________ 27

6.2

Administrative Outcomes Assessment Process _____________________________ 27

6.2.1 6.2.2 6.2.3 6.2.4 6.2.5 6.2.6

Unit Mission and Goals ____________________________________________________ Administrative Program Outcomes ___________________________________________ Assessment Methods ______________________________________________________ Achievement Targets ______________________________________________________ Assessment Implementation_________________________________________________ Closing the Loop: Results Dissemination and Follow-Up __________________________

28 29 30 31 32 32

Appendix A. Academic Programs Outcomes _________________________________ 34 Appendix B. Academic Outcomes Assessment ________________________________ 40 Appendix C. Administrative Units Goals/Objectives ___________________________ 48 Appendix D. Administrative Outcomes Assessment ____________________________ 50 Appendix E. Surveys Description and Schedule _______________________________ 57 Appendix F. Quality Assurance Resources ___________________________________ 59

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1 Introduction Al Ain University of Science and Technology (AAU) is licensed by the UAE Ministry of Higher Education and Scientific Research. AAU is a new and rapidly growing Institution of higher education, which uses English as a medium of instruction. It has two campuses in Abu Dhabi, the capital of the UAE, and the other is in Al Ain, the garden city of the UAE. Since the establishment of the University in 2005, the University’s student enrolment has tripled, including students from the UAE and more than other twenty nationalities.

The University offers accredited programs through its 5 colleges (Engineering and IT, Pharmacy, Law, Education and Business Administration) with 15 undergraduate degrees.

It also offers a Masters’ degree in Business Administration (MBA), Masters’ degree in Private law, Masters’ degree in Public Law and a Professional Diploma in Education.

The University has been committed to quality and excellence since its inception. There have been quite a significant number of processes which were established to assure quality in all AAU’s activities. However, these processes were not clearly documented and structured. Some of the AAU Colleges have already gone through accreditation processes and have established well-structured and documented continuous quality improvement processes. However, several other colleges still lack such processes and quality structures. The AAU administration has recognized that a central Quality Assurance and Institutional Research Center (QAIRC) has become a necessity.

The purpose of this manual is to provide guidance for AAU community on the different processes of planning and assessment with reference to program/unit review. This manual seeks to help constituents understand assessment in the context of Quality Assurance that results in continuous and quality improvement. Quality Assurance is viewed in the context of accreditation and reaffirmation by the UAE Commission for Academic Accreditation (CAA). The Quality Assurance Manual is a critically important component of the CAA Standards for Licensure and Accreditations stated in Requirement 2.5: 2.5 Quality Assurance/Institutional Effectiveness Manual The institution maintains a Quality Assurance Manual that clearly describes how all quality assurance activities are integrated into a single system to continually appraise and improve the institution, its operations and programs. The Manual must include the contents specified in Stipulation 1B: Quality Assurance Manual.

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2 University Organization & Management Structure 2.1 Vision AAU aspires to be amongst the leading learning centers in the region, by achieving international quality standards in teaching, research, and Community Engagement.

2.2 Mission AAU strives to be a learning center of excellence that responds to market needs and prepares graduates who possess the scientific and technological competencies that are needed for their careers. The university plays an active role in the creation of knowledge through quality teaching and research. It values Community Engagement and nurtures partnerships with institutions and organizations through a commitment to the educational, technological, and economic development of the country and the region.

2.3 Strategic Plan Goal 1: Strengthen AAU’s commitment to delivering quality undergraduate and graduate programs that are characterized by rigorous disciplinary depth and breadth, with a high level of direct interaction between faculty and students. This goal will be achieved by: 1.1. Promoting curricular reform and innovation in all areas of the academic program.

1.2. Offering a variety of well-supported quality programs that are consistent with the University’s educational mission.

1.3. Securing needed laboratories, classrooms, and workspaces that are needed for faculty, staff, and students.

1.4. Supporting all library functions.

1.5. Promoting and supporting the efficient and effective use of technology in the academic and administrative process to enhance curricular needs.

Goal 2: Improve the recruitment, retention, and graduation rates within the student body, while increasing the number of well-prepared and academically able students who wish to enter a nurturing environment that facilitates the development of competent, and creative professionals. This goal will be achieved by: 2.1. Developing an effective enrolment management program that is linked to the academic programs’ needs.

2.2. Improving the positive image of AAU in local high schools, and other educational institutions.

2.3. Reviewing and coordinating all enrolment-related offices, programs, services, and activities.

2.4. Enhancing the current academic advising process.

Goal 3: Continue to recruit and retain a dedicated and culturally diverse faculty whose teaching is informed by research, and embodies learning experiences that enable students to improve academically and personally. This goal will be achieved by: 3.1. Supporting and enhancing the professional stature of the faculty body.

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3.2. Implementing and strengthening existing policies that will result in improved communication between faculty and administration, greater faculty input into the decision-making process, and an enhanced sense of shared responsibility for the management of the University.

3.3. Recruiting Emirati AAU graduates who have completed their degree programs with distinction.

Goal 4: Secure and strengthen the University’s information technology and media services to support both the academic and administrative functions of the University, and the deployment of new and innovative teaching and research technologies as they become available. This goal will be achieved by: 4.1. Providing an adequate and predictable mechanism for funding informational and institutional technologies, so that AAU can satisfy the technology needs of its students, staff, and faculty, now and in the future.

4.2. Strengthening the maintenance and upgrading of the University’s information technology infrastructure, facilities, and hardware.

4.3. Strengthening the information technology services and the instructional technology services and support systems that are offered at the University.

4.4. Promoting and supporting the efficient and effective use of academic and administrative technologies that satisfy the faculty and curricular needs.

Goal 5: Contribute to society and the local community in particular, by addressing their educational, cultural, social, and economic interests. This goal will be achieved by: 5.1. Supporting and enhancing the professional stature of the faculty body.

5.2. Supporting collaborative partnerships with schools, businesses, corporations, government agencies, community organizations, community development organizations, religious institutions, and civic organizations so as to provide, develop, and implement community-building efforts.

5.3. Participating in elementary and secondary education delivery systems so as to improve teaching and learning at all levels.

5.4. Promoting internal and external activities that cultivate positive perceptions of AAU. 5.5. Seeking membership in local, regional, and international associations.

5.6. Collaborating with other academic institutions in the areas of teaching, research, consultancy, and training programs.

Goal 6: Foster research and support faculty members to secure the time, financial support, and collaborations to maximize their success in research, scholarship, and other creative activities. These goals will be achieved by: 6.1. Articulating at the unit level different research activities and plans to achieve research goals.

6.2. Fostering outreach to the community and region, and maintaining an online directory of faculty to assist them in their research.

6.3. Recognizing and rewarding the faculty and staff’s efforts in research so as to enhance productivity.

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2.4 Organization Chart The AAU Organization Chart is shown in Figure 2-1 Figure 2-1: AAU Organization Chart

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2.4.1 Board of Trustees Membership The Board of Trustees is the legal body in charge of the whole institution and its policies. It is chaired by the University proprietor or a person authorized by him. It meets at least twice a year. The University President sits on the Board meetings. The Board comprises five members chosen by the proprietor who are noted for their eminence, academic reputation and social status.

Responsibilities The Board of Trustees is the legal body responsible for the institution and for policy making. The Board has set proper procedures to ensure that it is appropriately involved in the approval of the financial status and is adequately informed about the stability of AAU, as well as the effectiveness of its leadership and its teaching, research, and public service, as appropriate. The Board of Trustees shall: 1. Meet at least twice annually; 2. Maintain official records of all meetings; 3. Establish broad institutional policies; 4. Approve the institution’s by-laws; 5. Approve the institution’s mission and goals; 6. Secure financial resources to adequately support the institutional goals; 7. Approve the annual budget; 8. Ensure that the institution is subject to an annual audit; 9. Approve the selection of an external auditor; 10. Receive the report of the external auditor; 11. Approve major facilities, contracts, and campus plans unless otherwise delegated; 12. Establish new colleges, deanships, and centers; 13. Appoint the President and Vice President; 14. Evaluate the performance of the President and Vice President and approve his or

her contract and continuance in office.

2.4.2 Chancellor The Chancellor of Al Ain University is responsible for the following: 1. To monitor the overall performance of the University in accordance with its vision

and philosophy, and to follow up the implementation of the adopted strategic plan.

2. To look into all external affairs, cultural relations, and the modernization and

development affairs at the University, as well as to maintain the University’s positive image and its privileges.

3. To oversee the University’s human and physical investments based on the

recommendations of the President of Al Ain University.

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4. To carry out other duties related to the job description for the position in

accordance with the University’s regulations and policies.

2.4.3 Executive Consultation Council The Executive Consultation Council is chaired by the AAU Chancellor who determines the members of the Council and calls for the meetings to discuss major issues related to the promotion of the University as well as overseeing the overall policies.

2.4.4 University President The University President is responsible for the following: 1. Supervising the implementation of the University laws and by-laws and

representing the University at public and private occasions.

2. Overseeing work at colleges and student services.

3. Approving appointments of faculty members, technicians, administrators and

other personnel.

4. Preparing University budget.

5. Submitting academic plans and research agenda to the Deans’ Council; 6. Overseeing plans for community service, research and cultural relationships with

other universities.

7. Calling the Deans’ Council for meetings, residing over the meetings and

overseeing the implementation of its recommendations.

8. Calling the University Council for meetings, presiding over the meetings and

overseeing the implementation of its recommendations 9. Overseeing the implementation of the University Appointment and Promotion

Committee’s recommendations.

10. Assuming other responsibilities authorized by the Board of Trustees.

11. The President may delegate some of his/her responsibilities to the Vice-

President(s).

12. Submitting a detailed annual report to the Board of Trustees summarizing the

University achievements and future plans.

13. Monitoring progress of assessment, and quality assurance in the University.

14. Overseeing the effectiveness of the University functions.

15. Appointing the University Council Members.

16. Approving the appointing, renewal and termination of appointment of the College

Deans.

2.4.5 Vice President(s) The Vice President (VP) is nominated by the President and is appointed for a designated term of office according to the procedures outlined in the Statutes of the University.

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The Vice President of Al Ain University is responsible for the following: 1. The VP’s primary function is to safeguard the academic excellence of AAU and

ensure its compatibility with similar institutions, local and international. S/he should have a full grasp of all of the academic tracks that the university’s various colleges are pursuing. S/he is the guardian of the academic policies, rules and regulations of the university.

2. The VP ensures that each program, pursuing its particular ends, corresponds to the

overall purpose of the university.

3. The VP, in collaboration with the Deans, Directors, and Department Heads,

determines the selection of teaching staff based on his/her examination of the qualifications of each candidate that is presented for nomination. The VP recommends the rank to be assigned to new teachers.

4. The VP, in consultation with the Dean or Director, recommends for approval by

the University President all outside teaching and/or other professional or business commitments of faculty members. S/he may refuse to do so if such commitments are deemed excessive, or if they interfere with the proper performance of the faculty member’s teaching and research responsibilities.

5. The VP, in consultation with the University President, and with the relevant Dean

or Director, authorizes the establishment of any additional full-time or part-time teaching positions.

6. The VP approves all changes in grades and the academic status of students; issues

warnings to students in the form of probation; and dismisses students who are seriously deficient in their academic performance.

7. The VP, in conjunction with the Deans and Directors, is responsible for the

quality of all academic programs. To this end, the VP coordinates methods of evaluating instruction given in the university; oversees the implementation of established procedures regulating the evaluation of teachers; investigates the work load of each teacher; promotes programs for teacher development; and insures that the facilities and budgets that are needed for proper instruction are provided.

8. The VP reviews and follows up on the annual reports of the Deans, Directors, and

Department Heads.

9. The VP is responsible for formulating a long-term plan for the growth and

development of the academic programs of the university.

10. The VP is responsible, in consultation with the Registrar, for the University’s

Academic Calendar.

11. The VP is a member of the Deans’ Council and the University Council.

2.5 University Councils 2.6.1 University Council The University Council is chaired by the AAU President. It comprises the AAU Vice President(s), the Deans of Colleges, the Dean of Student Affairs, the Dean of Scientific Research and Graduate Studies, Deputy Deans (Abu Dhabi Campus), a Quality Assurance Manual

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representative from each college, the Director of the Quality Assurance and Institutional Research Center, the Financial Manager, the Registrar General, Manager of the Information Technology Center, and two students: one from Abu Dhabi Campus; the other from Al Ain Campus. The Council meets at least once every semester.

The main task of the Council is to prepare the budget of AAU and discuss the financial position of the University. The Council also sets policies regarding the University’s involvement in community service. In addition, the Council sets plans for relations with other academic institutions on an international level.

2.6.2 Deans’ Council Membership The Deans' Council is chaired by the University President. It comprises the deans of colleges and meets once a week.

Responsibilities 1. Implementing the University policies.

2. Approving plans, which secure the appropriate infrastructure to execute

University objectives.

3. Approving by-laws that govern organizational, financial and executive

University affairs.

4. Approving by-laws to govern employment and punitive measures that apply to

all University personnel.

5. Approving new University study plans.

6. Conferring University academic degrees.

7. Setting terms and conditions regarding students' admission and number of

accepted students in light of the Ministry of Higher Education overall plans.

8. Directing and overseeing studies aimed at establishing new colleges and new

programs.

9. Following-up the implementation of college plans for teaching and research.

10. Approving admission policies.

11. Making policies regarding the size and quality of student enrollment.

12. Applying for approval of new academic programs and new non-academic units.

13. Making the final decision regarding faculty promotion upon recommendation

from the Appointment and Promotion Committee.

2.6 University Quality Committees 2.6.1 Academic Quality Assurance Committee The committee is chaired by the Director of QAIRC and includes representatives from colleges in both campuses as described below: Quality Assurance Manual

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Director of Quality Assurance & Institutional Research Center Representative from the College of Business Administration Representative from the College of Engineering and Information Technology Representative from the College of Pharmacy Representative from the College of Education Representative from the College of Law Representative from the College of Law – Abu Dhabi Campus Representative from the College of Business Administration – Abu Dhabi Campus

Chair Member Member Member Member Member Member Member

The committee shall be responsible for advising the University senior management on all matters relating to the quality of undergraduate and postgraduate education undertaken by the University through: 1. Developing, overseeing and keeping under review the development and

implementation of the University academic quality management strategy.

2. Making recommendations to the senior management in relation to the monitoring

of quality and enhancement activities.

3. Exchanging and sharing good practices among all Colleges.

4. Monitoring the external quality assurance and standards environment and ensure

the Colleges respond appropriately.

5. Preparing the University for Accreditation of its educational programs by the

Commission for Academic Accreditation (CAA) or any other accreditation body.

2.6.2 Administrative Quality Assurance Committee The committee is chaired by the Director of QAIRC and includes representatives from administrative and academic supporting centers and units in both campuses as described below: Director of Quality Assurance & Institutional Research Center Director of Information Technology Center Library Manager Manager of Finance Division Supervisor of Administrative Division Manager of Human Resources Unit General Registrar Supervisor of Administrative Division– Abu Dhabi Campus

Chair Member Member Member Member Member Member Member

The committee shall be responsible for advising the University senior management on all matters relating to the quality of the administrative and academic supporting services undertaken by the University through: 1. Developing, overseeing and keeping under review the development and

implementation of the non- academic quality management strategy.

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2. Making recommendations to the senior management in relation to the monitoring

of quality and enhancement activities.

3. Exchanging and sharing good practices among all units and centers.

4. Contributing to the promotion and enhancement of high quality services and

training in the non-academic units through the dissemination of innovative practice.

5. Reviewing periodically the university quality framework and proposing any

changes that might be desirable to strengthen performance of administrative, financial and technical services.

2.6.3 College Quality Assurance Committee The committee is chaired by a senior faculty member who should also represent the College in the Academic Quality Assurance Committee and includes representatives from all departments in the College from both campuses. The committee shall be responsible for advising the Dean and the College Council on all matters relating to the quality of undergraduate as well as postgraduate education, research, and community services undertaken by the College through: 1. Developing, overseeing and keeping under review the development and

implementation of the College academic quality management strategy.

2. Making recommendations to the Dean and the College Council in relation to the

monitoring of quality and enhancement activities.

3. Exchanging and sharing good practices among all Departments.

4. Monitoring the external quality assurance and standards environment and ensure

the Colleges respond appropriately.

5. Preparing the College for accreditation of its educational programs by the

Commission for Academic Accreditation (CAA) or any other accreditation body.

2.6.4 Program Quality Assurance Committee The committee can be created within large departments with the following responsibilities: 1. Supervision of the quality practices at the departmental level.

2. Preparation and update of the Continuous Quality Improvement Process for the Department.

3. Preparation and update of all the assessments tools.

4. Coordination with all departmental staff and committees in implementing the assessment tools.

5. Analysis of assessment results and reporting them to the Department Council.

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3 Quality Assurance & Institutional Research Center (QAIRC) 3.1 Vision The vision of the Quality Assurance & Institutional Research Center is to set and monitor total quality standards that lead to the local and international accreditation and community satisfaction. It also seeks to provide accurate, timely, and reliable information to all units of AAU to design, develop, and implement strategies and techniques to improve effectiveness of all AAU units.

3.2 Mission The QAIRC is the unit that leads the process of upgrading the standard of quality in academic programs, services support, and administrative units in accordance with international standards and preparing for accreditation of local, regional, and international authorities. The center is also a service unit that provides information and centralized reporting services to clients both inside and outside of the University. The information provided assists decision making, policy development and the implementation of alternative solutions through a variety of analytic activities, data gathering and interpretation and research projects.

3.3 Goals and Objectives 1.

Develop an overall strategy for the application of quality in the university.

2.

Achieve the objectives of the university on issues relating to quality and academic accreditation.

3.

Strengthen efforts to move the university academically and professionally to the ranks of the best universities locally and regionally.

4.

Promote a culture of quality among members of the university.

5.

Implement public policies on the overall quality of the University.

6.

Monitor performance evaluation and quality assurance of administrative and academic units.

7.

Develop a decision support system that all administrators can use for planning and performance measurement purposes.

8.

Ensure quality, integrity, and security of information resources and allow easy and appropriate access to data and information.

9.

Deliver high-quality information and services for research, data analysis, decision support, and strategic planning for institutional effectiveness.

3.4 Duties and Responsibilities In order to accomplish its goals and objectives, the Quality Assurance and Institutional Research Center carries out a number of activities including the following: 1. monitoring and evaluation of academic integrity; 2. evaluation of faculty members’ performance standards;

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3. setting standardized procedures for course and program development in line with the CAA standards; 4. conducting an annual appraisal of the colleges’ plans and achievements; 5. organizing awareness-raising seminars to help explain the principles of quality assurance to AAU faculty and staff; 6. proposing remedies for gaps in performance; 7. providing training in the use of information resources; 8. providing information and expertise in the areas of assessment, strategic planning, and public accountability; 9. providing data analysis, decision support, and institutional effectiveness information; 10. providing a variety of data about faculty issues including teaching loads, course enrollment, department faculty distribution, comparative and equity salary and analyses of staffing trends and salaries; 11. providing analytical support for enrollment management including enrollment patterns, trends, history, projections, and attendance patterns (student persistence, class cancellation rates, and retention), diversity, and grade distribution.

3.5 Organization Structure Figure 3-1 presents the management structure of the Center.

Director Deputy Director Data Analyst Figure 3-1: Management structure of the QAIRC

3.5.1. Director of QAIRC According to the existing AAU’s organizational structure, the Director of the QAIRC is considered part of the senior management at the University where the QAIRC is directly linked to the University President.

Therefore, the Director of the QAIRC should report directly to the UP on any matter related to quality. The Director should also be a member of the University Council so that he/she can participate in the academic decision making process.

The Director of the QAIRC should work with the UP to support the University’s development of learning- and quality-related policies and strategies, liaise with Deans and managers of Units and Centers at AAU, and interface with external Quality Assurance agencies and organizations.

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3.5.2. Deputy Director The deputy director shall perform the center responsibilities at Abu Dhabi Campus. In addition, the deputy director shall provide advice to the QAIRC Director on various quality-related practices.

3.5.3. Data Analyst The data analyst shall collect data from surveys and questionnaires and generate scientific reports on the analyzed data to different sections.

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4 AAU Institutional Effectiveness Framework 4.1 Institutional Effectiveness The institutional effectiveness process is a central component of the ongoing institutionwide planning process. Furthermore, the process incorporates a systematic review of the University mission and strategic goals to aid in decision-making and improvement. There are two general vitally important purposes for institutional effectiveness: improvement and accountability.

The UAE Commission for Academic Accreditation (CAA) expects accredited institutions to demonstrate commitment to continuous quality assurance and enhancement by systematically evaluating the effectiveness of all aspects of its operations and academic programs. (Standards for Licensure and Accreditation 2011, Standard 2: Quality Assurance, p. 8). More specifically, the institution should develop, periodically review, and update both short-term operational and long-term strategic plans, which are missiondriven; include goals, objectives, performance indicators and targets; and are linked to the institutional budget; document its planning policies and processes; and ensure that the results of institutional research are used to guide planning, budgeting and resource allocation (Standards for Licensure and Accreditation 2011, Standard 2.2: Institutional Planning, p. 9).In addition, the institution should demonstrate that “the results of institutional research are used to modify and improve programs, resources, and services; benchmarking against best local and international practices is deployed as part of the continuous quality improvement process; and improvements are monitored and evaluated. (Standards for Licensure and Accreditation 2011, Standard 2.4: Continuous Quality Enhancement, p. 9).

The institutional effectiveness plan at AAU is designed to comply with the CAA standards and to cover every academic and administrative unit in the University. The plan combines together three critical integrating processes: A. Strategic Planning (at the institutional level) B. Outcomes Assessment (program/unit level) C. Budget Process The AAU has its overall long-range plan and each academic and administrative unit in the university has its own plan as well. Given that the University plan depends on each unit’s activities, the performance of these units collectively provides data on the performance of the University plan. To monitor the performance annually, every unit should develop an assessment annual plan to measure its performance during the academic year and to develop an annual action plan reflecting performance of the past year and adjusting actions accordingly.

The results of the outcomes assessment from university academic and administrative units provide data for colleges and administrative units to develop their own annual operational and long-range strategic plans. At the institutional level, this information as well as information gathered from the institutional outcomes assessment is used to determine the university priorities and accordingly help in resource allocation and long-range planning.

Assessment results provide empirical support for decisions regarding allocation of

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resources and operational and long-range planning at all levels of the university; program, college, and institution.

Figure 4-1: Institutional Effectiveness Process explains the detailed institutional effectiveness process and illustrates its cyclical nature, with the information provided by one assessment cycle used to refine outcomes, assessment tools, learning experiences, and more in the next cycle towards the achievement of the university mission.

Strategic Planning

AAU Mission and Strategic Goals Budgeting

Using of Results and Action Plan

Program & Services Improvements / Modifications

Program/Unit Goals

路 Student Learning Outcomes 路 Supporting Services Objectives

Assessment Activities

Figure 4-1: Institutional Effectiveness Process

Generally, the AAU Institutional Effectiveness cycle works as follows: A. All academic programs and administrative units develop outcomes assessment plans in line with the University mission. The plan should include mission, outcomes/objectives and assessment tools in September and should be submitted to the QAIRC via the respective Quality Assurance Committees.

B. Outcomes assessment plans are implemented and then outcomes/objectives are assessed throughout the academic year. The assessment is conducted by the programs/units in cooperation with the QAIRC. C. All programs/units should report their findings and any action plan (s) to the QAIRC. The results of assessment will be compiled and annual reports will be prepared and discussed by the Quality Assurance Committees in cooperation with QAIRC. The reports will be forwarded to The Office of the President for further follow-up.

D. The President will share these reports with his advisory council(s)/committee(s) and generate approved action plans with budget and resources are allocated to implement these plans.

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4.2 Strategic Planning Strategic Planning focuses on the actions taken by the University to implement its mission through improving academic and non-academic processes implemented in the University with the available resources.

The long-range Strategic Planning takes place every 5 years. A review of the University mission, as well as a thorough evaluation of the University strengths and weaknesses constitutes the basis for the five-year cycle of planning, implementation, and evaluation.

With reference to this strategic plan, the units develop their specialized plans for the fiveyear cycle.

The current AAU strategic plan consists of a vision statement, mission statement, and six strategic goals designed to enable the University to achieve its vision as described in Chapter2. This strategic plan establishes the overall direction for the University and serves as the foundation for planning at all levels of the University over the 5-year period.

Each of these goals requires multiple University units for completion, and thus requires that cross-functional teams facilitate the continuous improvement process. The AAU current strategic plan has been approved by the AAU Board of Trustees in July 1, 2009 and will be reviewed and updated in June 2014. Nevertheless, the University is conducting periodic reviews of its plan based on the institutional effectiveness results.

Moreover, annual operational planning keeps the University on target toward its strategic goals. On an annual basis, each academic and administrative unit evaluates the previous year’s activities and plans for the next year. Quality Assurance Committees in collaboration with the QAIRC undertakes institutional effectiveness studies, annual program evaluation and assessment by drawing data and information from the annual planning process. The annual reports and plans should be submitted to the QAIRC and later to the University President for further discussion and final approval.

4.3 Outcomes Assessment Assessment is an on-going institution-wide process of systematic collection and analysis of information to determine how well the institutional mission is being fulfilled by measuring how well students are learning and administrative units are operating. The process is based on defining a program or unit’s mission, identifying expected outcomes, continuously monitoring progress towards those outcomes, communicating results among all levels of the university, and using those results to enable improvement of University programs, services and processes.

4.3.1 Purpose of Assessment The Institutional Effectiveness Plan is a roadmap guiding continuous improvement and constitutes a means for measuring how well the institution pursues its mission. Therefore, the purpose of assessment is to engage the university community (Faculty, students and management) effectively in developing this process. All university partners should benefit from such a process towards the achievement of the University mission and strategic goals.

First, the assessment process can benefit students by:

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A. Providing them with clear expectations that help them understand how their work will be evaluated.

B. Helping them to identify their strengths and weaknesses and set priorities for selfimprovement.

Second, outcomes assessment can benefit faculty by: A. Helping clarify the mission of a program and identify the knowledge, skills, values, and perspectives that are critical for students to be taught.

B. Ensuring that graduates of the program have acquired all of the essential skills and values and have achieved all key outcomes.

C. Improving communication, coordination, and cooperation among faculty members in a program or department and across the university.

D. Providing better information about what students understand and how they learn so that faculty can adjust their teaching methods, improve their skills as instructors, and build a knowledge base of scholarly research on learning within the discipline.

Thirdly, for management, assessment results can be used: A. As evidence of quality of teaching for tenure, promotion and salary decisions, grants and other funding, as well as for accreditation from professional associations.

B. To ensure that the University’s strategic plan is being integrated into student learning experiences.

C. To document the success of a program, unit, or institution for employers, government agencies, and accrediting bodies.

D. To help make informed decisions about budgeting, new programs, personnel decisions, faculty or staff hires, the need to improve or expand services, and more.

E. To ensure that resources are being allocated in the most effective way.

4.3.2 Assessment Operational Model The AAU has developed a uniform process for planning, implementing and reporting assessment activities across all academic and administrative units. All units use a model for assessment plans/reports that includes: mission, expected outcomes, methods of assessment, success targets, results and findings, and use of results. This model is supported by the assessment plan/report templates described in the following chapters and presented in ‎Appendix D. The template includes all items that must be addressed by all units in the submission of plans/reports.

Figure 4-2 shows the operational chart of the outcomes assessment activities managed by QAIRC. The Director of the QAIRC should report to the University President once a year about the continuous quality improvement process and activities at AAU. The University Senior Management shall meet to discuss the annual reports of the QAIRC and endorse the recommendations for continuous improvement.

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AAU President

Quality Assurance and Institutional Research Center

University Quality Assurance Committees (Academic & Administrative)

Quality Assurance Committees in Colleges and Units

Figure 4-2: Outcomes Assessment Operational Model

4.4 Budgeting Process The budgeting process is closely tied to university goals and is conducted in collaboration among senior management, colleges and administrative units to prepare a detailed budget at unit level. All heads of budgetary units must supply the finance division with any information requested for the university budget. It is the responsibility of each unit to review its strategic plan performance and integrate assessment findings with budgeting requests.

The President, in collaboration with the Budget Committee, reviews each unit’s budget and prepares the University budget based on strategic priorities set for the upcoming year for colleges and administrative units/centers. The University President presents the budget to the Board of Trustees for approval.

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5 Academic Quality Assurance 5.1. Overview of Outcomes Assessment Outcomes assessment is an on-going process of systematic collection and analysis of information to prompt the institution to ascertain how well it is succeeding in accomplishing its mission and goals. Each college identifies its goals and objectives consistent with the university mission and strategic goals. Program level learning outcomes are developed from the college goals and objectives and course level learning outcomes are derived from program outcomes. All goals and outcomes are designed to achieve the university’s strategic goals.

The courses provide students with the opportunity to achieve program outcomes towards the college goals and finally to achieve the university goals. Figure5-1 illustrates the interconnected nature of outcomes development and achievement.

Figure5-1: The Outcomes Assessment Pyramid

5.2. Program Outcomes Assessment Process The outcomes assessment process at the program level is a cyclic sub-process in the University Institutional Effectiveness Process. The scheme of the process is presented in Figure 5-2 and works as follows: 1. Defining program goals in line with college mission and goals.

2. Deriving the program student learning outcomes.

3. Identifying and designing appropriate assessment tools that measure the program student learning outcomes.

4. Establishing an achievement target for each assessment measure.

5. Collecting and analyzing the assessment data to determine major findings.

6. Developing and implementing an action plan based on assessment results to improve attainment of student learning outcomes.

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Next, we will address each of these steps by providing a basic overview of the purpose of the step, listing the specific activities for programs associated with the step, and offering guidelines and suggestions for effectively completing the step.

Figure5-2: The Outcomes Assessment Scheme

5.2.1 Program Mission and Goals Academic programs are expected to support the College’s mission and goals and ultimately the University’s mission and goals. Therefore, the program mission statement should reflect the College mission statement and demonstrate how it supports or complements the College goals. It should be a concise and focused statement of the purpose of the program and the general values and principles which guide the curriculum. Thereby, it should serve as the foundation for assessment planning.

The program goals are broad statements reflecting the long-range program targets.

They should focus on activities in which faculty members engage and describe what the program intends to deliver in the areas of teaching, research, and university and community services. The main function of program goals is to provide a conduit between the program learning outcomes and the program mission statement.

The following are examples of mission statements and goals: a) Pharmacy Program (Al Ain University of Science and Technology) The college serves UAE and the world by preparing outstanding, highly competent and motivated pharmacists to meet the contemporary health care needs of the society, improve delivery of essential pharmacy services, ensure human health through optimization of using effective, safe and economic drug therapy and enhance pharmaceutical activities through pharmaceutical care and pharmaceutical industry, especially in areas of continued-education, services and researches. The college serves the students by offering an educational program based on best pharmacy practice, professional practice experience and educational environment aligned with the needs of the society.

The primary objectives of the Pharmacy program are to: Quality Assurance Manual

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1. Provide students with a quality educational program which offers knowledge

in pharmaceutical, biomedical and clinical sciences.

2. Prepare pharmacists with pharmacy practice and pharmaceutical industry

skills that ensure competency and superiority.

3. Prepare pharmacists with professional skills that optimize interaction with

health care providers, patients and society.

4. Prepare

pharmacists technologies.

capable

of

understanding

the

most

advanced

b) Department of Systems and Information Engineering (University of Virginia) Our mission is to achieve excellence as a student-focused Department of Systems and Information Engineering that educates men and women in the analytical tools and methodologies that will enable them to become leaders in technology and society and to contribute to the well-being of our citizens through the creation and transfer of knowledge.

The primary objectives of the Systems Engineering program are to graduate students who will: 1. Engage in development, implementation, and optimization of systems that include humans, data and information, hardware, software, and natural and technology resources.

2. Embark on sustainable, productive careers in systems engineering, applied science, and technology management.

3. Excel in the practices of analytical modeling and integrative systems engineering.

4. Seek and succeed in lifelong professional education that includes advanced schooling and mentoring.

5. Contribute to the profession of systems engineering and to human welfare through professional societies, public service, and civic activities.

5.2.2 Program Learning Outcomes After defining the mission and the goals of the program, specific program learning outcomes should be derived to reflect the goals of the program mission. Unlike program goals, program student learning outcomes are specific, clear and measurable.

They should include expectations about the knowledge that students acquire, skills that students demonstrate and attitudes that students develop upon successfully completing a specific program. The number of program learning outcomes is typically 3 to 8.

To view how the individual program courses are related to the program learning outcomes, the program courses and their learning outcomes should be mapped to the program learning outcomes using mapping matrices (See Appendix B). Such mappings visualize how the program courses cover different learning outcomes and help to identify redundancies or gaps in the program.

Finally, it is important to share the program and course learning outcomes with faculty and students. This helps faculty to focus on what’s most important to their students.

Moreover, it helps students recognize the importance of the course/program in their future career, understand how individual courses fit with the goals of the program, Quality Assurance Manual

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effectively participate in the assessment process. Program outcomes should be listed on the program’s website, and course outcomes should be listed on course syllabi.

The following are examples of program outcomes: a) Accounting Program (The American University in Cairo) Graduates of the Accounting Major should be able to: 1. demonstrate an understanding of financial and managerial accounting concepts and applications.

2. demonstrate an understanding of auditing, taxation concepts and applications.

3. define, analyze and evaluate ethical issues and the need for socially

responsible organizations.

4. demonstrate effective written and oral communication skills.

5. demonstrate knowledge of effective leadership styles, teamwork and

collaborative behavior. b) Department of Teacher Education (Youngstown State University) Candidates of Teacher Education Program will: 1. demonstrate the ability to organize curriculum, instruction, and assessment to help all and diverse learners meet the standards of curriculum content.

2. evidence the ability to engage students in meaningful tasks, monitor their understanding, and guide their learning.

3. evaluate student achievement, diagnose learning strengths and needs, and use feedback to inform instruction.

4. evidence the ability to analyze the effectiveness of his/her teaching and propose changes that may have better supported student learning.

The learning outcomes of AAU programs have been developed and posted on the University website (See Appendix A).

5.2.3 Assessment Methods After developing learning outcomes, assessment methods (measures/tools) should be carefully prepared to measure students’ achievement of the program learning outcomes and provide data that will lead to program improvements. An assessment method is the means for measuring the degree of success that a program has achieved in meeting a learning outcome.

Assessment is not an evaluation of individual students or faculty or courses. The course grades, although one source of information about student achievement, are generally insufficient measures of program learning outcomes. However, the assessment plan should provide information on student achievement of learning outcomes and identify strengths and weaknesses for the entire program.

There are two basic ways to assess student learning; direct and indirect methods.

Ideally more than one assessment method should be used to measure the same outcome and effective assessment plans must include a mix of direct and indirect methods of assessment.

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1. Direct Measures: Direct measures are methods for assessing the products of student work to provide evidence of student performance relative to the program learning outcomes. They many include: (a) Homework, assignments, exams and quizzes, term papers and case studies (b) Presentations (c) Capstone courses (d) Exit Exams/interviews (e) Portfolios and e-portfolios (f) Evaluations of student performance in internships, research projects, field work, or service learning. (g) Standardized tests 2. Indirect Measures: Indirect measures are methods for assessing secondary information on student learning that do not rely on actual samples of student work. They many include: (a) Exit survey (b) Alumni survey (c) Employers’ survey (d) Graduate follow-up survey (e) Course assessment by the instructor (f) Course portfolio review (g) Peer review report (h) Retention and graduation statistics (i) Student perception surveys The QAIRC in cooperation with colleges and academic units administers a series of students and alumni surveys for purposes of assessment. The administration schedule for the various surveys is provided in Appendix E. This schedule is subject to change based on the needs of the university.

5.2.4 Achievement Targets Once the assessment method is determined, the criteria for success or achievement targets for each learning outcome should be established. An achievement target specifies quantitatively the acceptable level of student work for the learning outcome.

This achievement target may be a passing score on an exam, a rubric rating of “meets program standards� on a student paper or another indicator of the quality of student work. Therefore, setting achievement targets allows the program faculty to determine exactly what the expectations for students should be and thus determine what constitutes student success.

The following are examples of achievement targets:

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(a) At least 80% of students completing this program will achieve a score of60% or above on the Exit Exam. (b) In the Exit survey, 80% of the students agree or strongly agree that they can design a civil engineering system component. (c) 65% or more of alumni indicate that they are confident of their ability to define, analyze and evaluate ethical issues and the need for socially responsible organizations. (d) 75% to achieve a result of C or above in course assignments related to this outcome. (e) 4.0 or better on 5�point survey scales on items relating to learning outcome.

Steps 1 through 4 constitute the program assessment plan. Program assessment coordinators or Program Quality Assurance Committees should develop their plans.

Then, the assessment plans should be submitted to the QAIRC via the Academic Quality Assurance Committee in September. The committee will review and discuss all Assessment Plans for all academic programs. It is noteworthy to emphasize that not all outcomes need to be assessed, and not all outcomes must be assessed each year.

Programs can schedule assessment of outcomes over several years, if needed.

A template for an assessment plan and a sample completed assessment plan are provided in Appendix B. For more sample plans, refer to The American University in Cairo (http://www.aucegypt.edu/research/IR/assess/Pages/AssessmentAcadProg.aspx) and University of Virginia (http://avillage.web.virginia.edu/iaas/assess/resources/assessplans.shtm).

5.2.5 Assessment Implementation Once the plan is developed and submitted, the assessment process needs to be implemented. Steps 1 through 4 are components of the Assessment Plan while components of the assessment report should be developed in steps 5 and 6.

The assessment coordinator, or chair of the program assessment committee, will manage the program’s assessment process and will prepare a detailed timeline for the assessment cycle. The timeline might include dates for when work will be collected, when results will be tabulated and analyzed across the program, and when faculty will meet to discuss the findings and propose changes and remedies. It is important to identify, in advance, which courses and learning experiences (e.g., papers, exams, presentations, case studies, etc.)are best suited for assessment, and to decide whether all students should be assessed or only a sample. When using course-embedded measures for assessment, it is necessary to coordinate with the faculty member teaching the course to ensure the student work is collected and prepared for assessment. If administered by another office other than the program/department, the results of Exit Exams should be forwarded to the program assessment coordinator to use in the assessment process. When indirect measures are used, the results of the research (survey, focus group, or other measures) should be forwarded to the program assessment coordinator as supporting evidence in the assessment process. It is noteworthy to mention that using rubrics is one of the most effective ways to evaluate Quality Assurance Manual

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student work products in learning outcomes assessment. A rubric is simply a scoring guide used in assessment to provide an explicit description of the learning or performance being measured.

After collecting and scoring the students work, the results should be summarized and presented in useful ways to faculty, who can consider changes to teaching methods, curriculum, course contents and other factors. The assessment will not be useful without an informative summary of the findings. The analysis should be simple and meaningful; descriptive statistics such as graphs, frequencies/percentages and means may be sufficient. It may also be possible to go beyond that by analyzing the assessment data to predict or implement statistical tests. Most importantly, the findings should be reported in a manner that indicates if the achievement target was met and aligns with the actions proposed to improve student learning and the program.

For Business Administration and Law colleges, it is recommended to effectively coordinate the assessment process at both campuses by using, as close as possible, the same outcomes, measures, and targets. Such coordination will ensure coherent assessment process that supports the program credibility. Although both campuses will probably have the same assessment plan, it is critical that the data be reported at college level and separately to provide a valid assessment of the learning process.

5.2.6 Closing the Loop: Results Dissemination and Follow-Up This last step in the assessment process is often referred to as “closing the loop.”The end product of assessment process is the improvement of educational programs based upon the use of assessment results. Closing the assessment loop implies that the planning and evaluation process of the University, College, and individual programs have completed a full cycle from establishing a mission, goals, outcomes, priorities, critical success factors, budget request, and results of assessment to using assessment results for continuous improvement as reflected in the next planning and assessment cycle. Without effective use of assessment results, all previous activities fall short of their intended purpose, including closing the loop.

Faculty members should complete an assessment report, similar in format to the assessment plan, stating each course’s learning outcomes, assessment measures used, results of the assessment, and how the results were used to make changes to help students and improve learning. In May/June, the program’s assessment coordinator should share the program’s overall report with the College Quality Assurance Committee and send a copy to The Academic Quality Assurance Committee and the QAIRC, which will provide timely feedback and comments.

A template for an assessment report and a sample completed assessment report are provided in Appendix B. For more sample reports, refer to The American University in Cairo (http://www.aucegypt.edu/research/IR/assess/Pages/AssessmentAcadProg.aspx) and Auburn University (https://oira.auburn.edu/AUAssessment/2011Reports.aspx).

Assessment results should be disseminated widely, evaluated thoroughly, and used to improve the program. Remember that the assessment is not about one course, one faculty member, or one student, but rather about a program and its learning goals as a whole. Program faculty should be aware of the assessment process by involving them Quality Assurance Manual

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in the initial steps of developing a mission statement, learning goals, and measurable learning outcomes. The results should be communicated along with the assessment plan to program faculty, deans and university management. For planning purposes, it is vital to share the successes and the shortcomings as well in order to generate effective action plans supporting the program strengths and proposing remedial measures for the areas in which improvement is needed. The action plan should include suggestions for increasing the likelihood of meeting outcomes/objectives during the next assessment cycle. An action plan should include an estimated cost, if applicable, and should be listed by order of priority. At program level, unmet goals may indicate a need for changes in instruction, services, policies, procedures, etc. Examples of some of the changes at program level might include: ·

Developing a capstone course

·

Hiring or re-assigning faculty

·

Increasing classroom space

·

Adding new courses

·

Re-designing the curriculum

·

Providing training to faculty and staff

·

Change of course contents

·

Change of teaching methods

·

Change of textbooks

·

Refinement of assessment tools

·

Changes in training and development of new internship program

·

Changes in advising processes

·

Development of academic services for students

Obviously, closing the assessment loop may require the use of additional resources.

Discovering the need for additional course sections or courses may require resources beyond current budgets. The assessment loop is only closed if actions are taken to make modifications where necessary. The implementation of the proposed action plans is a shared responsibility. Once assessment reports are submitted, the QAIRC should compile all reports in the annual report and forward it to the President. The President and the Deans’ Council will review and discuss the annual report and the proposed action plans and produce Approved Action Plans. The approved action plan should include a detailed timeline and the responsible party for the implementation. The Academic Quality Assurance Committee and the QAIRC should monitor the implementation and review any remedial action plans.

A detailed Program Outcomes Assessment Plan is provided in Appendix B. The plan represents a roadmap for the outcomes assessment at AAU and provides a timeline for the execution of the assessment cycle including the responsible party, follow-up party, deadlines and expected output at each step.

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6 Administrative Quality Assurance 6.1 Overview of Administrative Assessment The core of institutional effectiveness in academic programs is naturally on student learning outcomes, however, those programs are inextricably intertwined with the activities and services of administrative and educational support units/center. Integrated assessment should provide the means of evaluating and improving activities and services in these units on a regular basis.

The assessment process for administrative units is completed annually and follows a scheme similar to that of the program learning outcomes assessment process. This process is implemented mainly to support the AAU’s mission and to abide by the institutional commitment on institutional effectiveness and ultimately to promote an environment that fosters student learning. The process is managed by the Quality Assurance and Institutional Research Center, in cooperation with the Administrative Quality Assurance Committee.

Every year, individual units in cooperation with QAIRC review their mission, goals and assessment strategies; collect and analyze data, and utilize this information to make changes/updates as appropriate. To guide this process, units develop annual assessment plans and reports. These documents are submitted to the Administrative Quality Assurance Committee for review and feedback.

Administrative support services at AAU include Information Technology Services, Library, Administrative and Financial Services, Human Resources, and Registration.

These areas ensure that facilities, finances, and personnel support the learning environment dedicated to serving the student body and focus on the improvement of the basic operations necessary to the University's infrastructure.

6.2 Administrative Outcomes Assessment Process The administrative outcomes assessment process is a cyclic sub-process in the University Institutional Effectiveness Process. The works as follows: 1. Defining unit goals in line with university mission and goals.

2. Driving the unit outcomes.

3. Identifying and designing appropriate assessment tools that measure the unit outcomes.

4. Establishing an achievement target for each assessment measure.

5. Collecting and analyzing the assessment data to determine major findings.

6. Developing and implementing an action plan based on assessment results to improve attainment of expected outcomes.

Next, we will address each of these steps by providing a basic overview of the purpose of the step, listing the specific activities for units associated with the step, and offering guidelines and suggestions for effectively completing the step.

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6.2.1 Unit Mission and Goals The mission is a broad statement of the administrative unit’s direction and values. It should reflect how the unit contributes to the education, development, and experiences of students and other stakeholders at the institution. The mission statement also should describe the services provided by the unit. Moreover, the administrative unit mission should support and endorse the University mission and collectively with other units’ and programs’ missions constitute the University Strategic Plan.

The following are examples of mission statements: Library (United Arab Emirates University) The mission of the UAE University Libraries Deanship is to provide access to the materials and service essential to the learning, teaching, research, community service, and creative efforts of the students, faculty, and staff of the UAE University. It is also to support the University’s broader goal of continually enhancing its leadership role in the nation and its international recognition.

Environmental Health and Public Safety (North Carolina State University) Provide educational, technical, advisory, and operational support to the campus community by working in cooperation with university personnel to protect the environment and promote a safety and healthy workplace.

Financial Aid (Chicago State University) The mission of the Office of Student Financial Aid is to support the University's overall goal of providing an affordable, quality education by providing financial assistance to those students and their families seeking to offset their educational costs.

The goals of an administrative unit should be aligned with the goals of the institution and provide the basis for assessment and, therefore, should be defined adequately and clearly. Similar to the unit mission, the best starting point to establish the goals is the University Strategic Plan. The AAU plan provides goal statements that help administrative units to set their goals. For example, the Human Resources Unit should use the three objectives related to Goal 3 (Continue to recruit and retain a dedicated and culturally diverse faculty whose teaching is informed by research, and embodies learning experiences that enable students to improve academically and personally) as the basis for setting its goals and deriving the corresponding indicators in the annual assessment activity.

The following are examples of unit goals: 1. Provide high-quality academic programs and a learning environment that promotes student success.

2. Provide computer lab resources and instructional support services which meet the needs of the University faculty and students.

3. Enhance the availability and use of print and electronic resources.

4. Support the intellectual, emotional and physical growth of students.

5. Attract and retain highly qualified professional faculty and staff.

6. Expedite access to scholarly resources at the point and place of need.

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7. To provide the technological and other tools necessary to support and enhance library programs and services.

8. Providing the best services for students, faculty members, staff, and the wider community.

9. Improve the effectiveness and efficiency of the registration office’s services and operations.

10. The Registrar’s Office will provide accurate class enrollment data.

Finally, unit goals/objectives should be shared with staff and with the university community. Staff perform more effectively when they are given clear goals to help them focus on what’s most important and understand how individual responsibilities or tasks fit with the goals of the unit.

The objectives of administrative and educational support units have been developed and posted on the University website (Appendix C).

6.2.2 Administrative Program Outcomes While goals represent the major priorities of the unit, outcomes are more specific statements that reflect the expected results of unit that support the broader goals.

Accordingly, every goal statement has several outcomes that support and promote it which are drawn from the activities and services. It is necessary for the unit to have outcomes relating to every goal noting that a given outcome may fall under several goals. Similar to academic assessment, linking the outcomes to the goals facilitates the outcomes assessment process and synthesizes the assessment results into a comprehensive analysis of progress toward meeting the goals. The outcomes of an administrative unit, because of being more of students and faculty support entity, usually focuses more on processes and faculty and student development than on learning. Therefore, outcomes will primarily describe what the unit is going to do and what its impact will be on students and other key stakeholders (alumni, parents, employers, etc.).

The following are examples of administrative units’ outcomes: 1. Students will be satisfied with advising and registration services.

2. Students will learn how to use online library resources.

3. Prospective applicants will meet a welcoming and informative environment when they inquire about graduate studies.

4. Library patrons have access to the appropriate information resources needed for learning and research.

5. Users will receive prompt assistance in effectively resolving technical problems related to university networking services.

6. University departments and units will have the technical support needed to effectively assess their programs and services.

7. The university’s senior administrators have the information they need for decisionmaking related to budgets and financial planning.

8. Faculty members effectively use technology to promote student learning.

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9. Students will be able to effectively utilize the services of the Library after attending an orientation session.

10. Respondents will rate the quality of the new University website as good or excellent.

6.2.3 Assessment Methods In the assessment of administrative units, multiple outcomes assessment measures are employed. Assessment measures can be classified as direct or indirect based on how they relate to outcomes. While some outcomes may only require one measure to evaluate the unit’s effectiveness, in general, it is better to develop and use multiple measures for each outcome. Varying the types of measures applied to an outcome provides a fuller and a more reliable picture of overall effectiveness.

1. Direct Measures: Direct measures examine actual results about the unit’s accomplishments or measures of knowledge or ability the customer will receive upon being provided with the unit’s services. These measures may include counts, percentages or averages on unit’s services. Examples of such measures are: (a) Use of a Service (e.g. hits on a website, use of computer technology) (b) Graduation and retention rates (c) Recruiting results (d) Tracking complaints and how they are resolved (e) Count of program participants (f) Average waiting/service/processing time (g) Number of applications (Students, faculty or staff) (h) Number of staff/faculty trained (i) Attendance at events 2. Indirect Measures: Indirect measures examine clients’ attitudes and perceptions relative to the outcome. These measures are typically based on surveys and focus groups.

Examples include: (a) Student Satisfaction Survey (b) Graduating Student Survey (c) Faculty Satisfaction Survey (d) Staff Satisfaction Survey (e) Alumni Survey When using direct measures for assessment, unit staff should be aware of the indicators of interest to ensure the relevant processes are tracked and recorded for assessment process. When indirect measures are used, the administrative unit should coordinate with QAIRC regarding the questions to be embedded in the conducted surveys to Quality Assurance Manual

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ensure that such surveys provide relevant and evidential data on the outcomes under assessment. Generally, the QAIRC in cooperation with Academic and administrative Units administers a series of faculty, staff, students and alumni surveys for purposes of assessment. The administration schedule for the various surveys is provided in Appendix E. This schedule is subject to change based on the needs of the university.

6.2.4 Achievement Targets Once the assessment method is determined, the achievement targets for each administrative unit outcome should be established. An achievement target identifies standards expected from services provided by the administrative unit. Therefore, setting achievement targets allows the administrators to determine exactly what the expectations for stakeholders should be. It is important to prepare quantitative targets so that it is clear that the outcome was or was not achieved. Moreover, the achievement target on a given assessment measure should be determined before data on that measure is collected.

The following are examples of achievement targets: (a) Feedback from the annual survey will indicate that 60% of the users using the newly implemented technology services will be very satisfied or extremely satisfied with the newly implemented services. (b) Graduation rates of student-workers will equal or exceed the graduation rates of the general student population. (c) 90% of students attending a library orientation session will receive a favorable performance assessment by library staff. (d) 80% of respondents to the survey will Agree or Strongly agree with the following statement, “The Institutional Effectiveness Office was helpful in assisting in the program review process.� (e) Al least 80% of faculty members attend the workshop on using the new learning management system. (f) 75% of respondents to the Web Satisfaction Survey will rate the new website as good or excellent. (g) At most one error in every 10000 generated student transcripts. (h) The average waiting time in bookstore is less than 10 minutes.

Once steps 1 to 4 have been accomplished, the assessment plan must be completed. See Appendix D for a template for an assessment plan for administrative units. Unit assessment coordinators (directors, managers) should use this template to develop their plans and reports. When completed, the plan should be shared with the Administrative Quality Assurance Committee and QAIRC in September.

It is noteworthy to emphasize that not all outcomes need to be assessed; only those that are the most important. In addition, not all outcomes must be assessed each year.

Administrative units can schedule assessment of outcomes over several years, if needed.

A template for an assessment plan and a sample completed assessment plan are provided in Appendix D. For more sample assessment plans, refer to The American University in Cairo (http://www.aucegypt.edu/research/IR/assess/Pages/AssessmentinSupportingUnits.aspx

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)

and North Carolina State business/assessment/unit-plans.php).

University

(http://www.ncsu.edu/finance-

6.2.5 Assessment Implementation At the end of the year, each unit must complete the assessment report which consists of the findings, analysis, and action plan(s). The first step is to collect the relevant data associated with each measure as described in the assessment plan. Once the assessment plan approved, mapping roles and responsibilities provides an easy tracking system and helps ensure that high quality data are collected. One of the biggest challenges that units face when preparing reports is realizing that measures were not implemented appropriately and hence irrelevant or inaccurate data that may only loosely tie to the outcome have been collected.

The unit assessment coordinator will manage the assessment process and will prepare a detailed timeline for the assessment cycle. The timeline might include dates for when work will be collected, when results will be tabulated and analyzed, and when unit staff will meet to discuss the findings and propose changes and remedies. When using direct measures for assessment, it is necessary to coordinate with the unit staff to ensure the relevant indicators are collected and prepared for assessment. When indirect measures are used, the results of the survey research should be forwarded to the unit assessment coordinator as supporting evidence in assessment process.

Once the data have been collected, the next phase of the assessment process is analyzing the results. Analysis of the collected data is primarily the responsibility of the unit with help from the QAIRC. This approach ensures that analysis and interpretation of the results have been conducted by someone familiar with the unit work and services. The analysis should clearly state if the achievement target was met, partially met, or not met to determine the unit achievements and shortcomings. Therefore, this self-assessment provides the units with quantitative evidence to decide what might be done differently to make improvements and help preparing appropriate action plan as part of the improvement plan for the next year.

Some units such as administrative affairs and library have a presence on both campuses. University and campus level data for the outcome should be described.

Although each campus will probably use the same assessment plan, it is important that the results be reported separately to provide valid and reliable assessment of the services.

6.2.6 Closing the Loop: Results Dissemination and Follow-Up The purpose of assessment is to help determine whether or not the unit is being effective, and to allow documenting and demonstrating continuous improvement based upon the use of assessment results. Therefore, “closing the loop� implies that the planning and evaluation process of the University and the individual administrative units have completed a full cycle from establishing a mission to using assessment results in the next planning and assessment cycle.

Assessment results should be disseminated widely, evaluated thoroughly, and used to improve the services and processes at the university. The results should be communicated along with the assessment plan to unit staff and university management, because the implementation of the next step would involve the collaborative efforts of all parties. For planning purposes, it is vital to share the successes and the shortcomings Quality Assurance Manual

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as well in order to generate effective action plans supporting the program strengths and proposing remedial measures for the areas in which improvement is needed. The action plan should include specific suggestions for increasing the likelihood of success during the next assessment cycle. Moreover, an action plan might involve inter-unit cooperation and collaboration, should include an estimated cost, if applicable, and should be listed by order of priority. At administrative unit level, unmet goals may indicate a need for changes in services, policies, procedures. Examples of these changes might include: ·

Improvement in technology & facilities

·

Adoption of new forms and procedures

·

Inter-unit cooperation through staff cross-training

·

Resources reallocation

·

Reorganization of staff duties

·

Follow-up surveys & focus group discussions on special issues

It is noteworthy that closing the assessment loop may require the use of additional resources beyond current budgets. The assessment loop is only closed if actions are taken to make modifications where necessary. The implementation of the proposed action plans is a shared responsibility. Each unit should complete an assessment report, similar in format to the assessment plan, stating expected outcomes, assessment measures used, a brief discussion of the results, and how the results were used to make changes to improve services and processes. In May/June, the unit’s assessment coordinator should submit the assessment report to The Administrative Quality Assurance Committee and the QAIRC, which will provide timely feedback and comments. Upon approval, the QAIRC should compile all reports in the administrative annual report and forward it to the University President. The President and the Deans Council will review and discuss the annual report and the proposed action plans and produce Approved Action Plans. The approved action plan should include a detailed timeline and the responsible party for the implementation. The approved action plans should be forwarded to the Budget Committee to use as an input in the budgeting planning. The Administrative Quality Assurance Committee and the QAIRC should monitor the implementation and review any remedial action plans.

A template for an assessment report and a sample completed assessment report are provided in Appendix D. For more sample reports, refer to Lock Haven University (http://www.lhup.edu/assessment/assessmentdataandreports.htm) and North Carolina State University (http://www.ncsu.edu/financebusiness/assessment/UnitPlansandReports2008-2010.php).

A detailed Unit Outcomes Assessment Plan is provided in Appendix D. The plan represents a roadmap for the outcomes assessment of administrative units at AAU and provides a timeline for the execution of the assessment cycle including the responsible party, follow-up party, deadlines and expected output at each step.

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Appendix A. Academic ProgramsOutcomes 1. Engineering College: 1.1. Computer Engineering: i.

apply knowledge of mathematics, science, and engineering used in the analysis and design of systems containing hardware and software components, as appropriate to the program’s educational goals;

ii.

design and conduct experiments, as well as analyze and interpret data;

iii.

design a system, component, or process that meets desired requirements;

iv.

identify, formulate, and solve engineering problems;

v.

understand and practice professional and ethical responsibility;

vi.

possess a broad education that is necessary to understand the impact of engineering solutions in a global and local societal context;

vii.

use the techniques, skills, and modern engineering tools that are necessary for engineering practice.

1.2. Network and Communications Engineering : i.

demonstrate a strong foundation of knowledge that is related to Networks and Communication Engineering, covering the fundamentals of mathematics, science and engineering, circuit theory, and signals and systems;

ii.

possess a breadth of knowledge of electrical, Networks and Communication Engineering, and computer science subjects;

iii.

possess valuable hands-on experience and to be prepared to conduct experimental work needed to substantiate theoretical developments;

iv.

understand and formulate solutions of open-ended engineering design problems;

v.

function within multidisciplinary teams to accomplish goals that are of interest to the group collectively;

vi.

show awareness of global, societal, humanitarian, and contemporary issues in their broader sense, including professional and ethical responsibilities;

vii.

demonstrate awareness of the need for life-long learning, and to engage in lifelong learning

1.3. Computer Science i.

apply knowledge of basic mathematics, including proof methodologies, in computer science;

ii.

apply fundamental and advanced concepts of algorithmic design methodologies in designing programs, and solving computer problems;

iii.

analyze fundamental hardware issues in computer science;

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iv.

use lifelong learning skills in enhancing his/her computer knowledge and skills;

v.

apply critical thinking skills in the analysis and evaluation of potential software solutions;

vi.

perform assigned tasks both individually and as part of a team;

vii.

value professional, legal, and ethical responsibilities, and understand their impact on computer science issues;

viii.

use computer science knowledge in advanced areas of the field.

1.4. Software Engineering i.

demonstrate familiarity with software engineering knowledge and skills, and professional issues relevant to a software engineer;

ii.

work as an independent individual or as part of a team to develop and deliver quality software;

iii.

design innovative solutions in one or more application domains using software engineering approaches that integrate ethical, social, legal, and environmental concerns;

iv.

apply current theories, models, and techniques that provide a basis for software problem identification, analysis, design, development, implementation, verification, maintenance, and documentation;

v.

demonstrate an understanding and appreciation of the importance of effective work habits, leadership, and effective communication with stakeholders in a typical software development environment;

vi.

acquire new models, techniques, and technologies as they emerge and appreciate the necessity of such continuous professional development;

vii.

value professional, legal, and ethical responsibilities, as well as their impact on software engineering issues

2. College of Pharmacy: i.

practice the community pharmacy and dispense prescriptions accurately and safely and develop in social, economic and administrative capabilities;

ii.

design, evaluate and recommend modifications in drug therapy to ensure effective, safe and economic pharmaceutical care;

iii.

evaluate patient’s laboratory tests and diagnostics in accordance with established standards, counsel and monitor patient use of non-prescription drug and medicinal herbs;

iv.

communicate effectively with the health care professionals and patients regarding rational drug therapy and health promotion and develop the professional attributes of ethical awareness, responsibility, integrity and commitment to community health and wellness;

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v.

demonstrate professional attitudes, behavior, and practice safely, legally, and ethically;

vi.

practice hospital and clinical pharmacy and use clinical data to optimize therapeutic drug regimens;

vii.

work as a member of the team in drug development, drug manufacturing and marketing;

3. College of Law: i.

Know the fundamental principles of law.

ii.

Discern the features of the local and federal laws of the UAE.

iii.

Effectively implement the theoretical legal knowledge in practice.

iv.

Analyze cases to identify their legal particulars and principles.

v.

Prepare legal memoranda and research to deal with legal situations.

vi.

Evaluate and assess legal texts and judicial decision on the basis legal theory and knowledge.

4. College of Education: 4.1. English Language Teacher Education i.

Demonstrate proficiency in English language concepts and skills and serve as a good language model.

ii.

Apply content knowledge, pedagogical knowledge in their teaching.

iii.

Use critical thinking skills, communicative and reflective skills in their teaching.

iv.

Demonstrate mastery of life-long learning skills and continuous professional development.

v.

Demonstrate competency in social and cultural skills needed to become role model teachers to help improve the school community and the society as a whole.

vi.

Analyze the different teaching methodologies and select the most appropriate to serve their purpose.

vii.

Demonstrate knowledge of Instructional Technology techniques to support and foster interaction in the classroom.

viii.

Attain an understanding of professional and ethical responsibility and act accordingly in school and society.

4.2 Arabic Language & Islamic Studies i.

Identify main facts and concepts in the fields of Arabic and Islamic Education.

ii.

Apply the acquired facts and concepts in teaching.

iii.

Organize small interactive groups of learners according to their knowledge levels.

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iv.

Plan teaching/learning activities appropriate to different learners' qualities.

v.

Use suitable methods and strategies to teach Arabic and Islamic Education.

vi.

Design teaching plans at all levels and carryout such plans.

vii.

Design suitable leaning environments that consider learners' personalities and their individual differences.

viii.

Apply modern technology and communication means to the teaching/learning processes.

ix.

Use scientific research techniques to improve professional development and to positively influence pupils' development.

x.

Use different evaluation methods and strategies to assess aims and objectives achievement.

xi.

Use the results of evaluation to improve the effectiveness of the teaching/learning process.

xii.

Promote positive attitudes towards Arabic and Islamic Education as subjects and towards their learning as well.

4.3 Professional Diploma in Teaching i.

Plan and design an effective student-centered learning environment.

ii.

Demonstrate knowledge of content and pedagogy necessary for effective instruction in their field of study.

iii.

Demonstrate knowledge of their students’ characteristics.

iv.

Apply a research-utilized multi-methodology approach and make any necessary changes or adaptations of their teaching strategies based upon an ongoing assessment process.

v.

Develop constructive communication skills with their students, parents, school administrators, and colleagues to solve problems and enhance students’ learning.

vi.

Conduct an ongoing assessment of student learning.

vii.

Apply information and communication technology tools in instructional planning, delivery of instruction, and in the assessment of students’ learning.

viii.

Demonstrate professional responsibility towards their students, school and society.

5. College of Business Administration: 5.1 Management i.

demonstrate knowledge and skill of leadership required to effectively and efficiently plan, organize, and control an organization for a competitive advantage

ii.

demonstrate analytical and critical-thinking skills with direct application to business environments

iii.

demonstrate capability to apply global multidisciplinary concepts in business and industry

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iv.

demonstrate skill in the use of technology and computer software applications in business and industry

v.

Demonstrate capability to apply ethical and environmental values to general business principles and practices.

5.2 Accounting i.

Prepare and evaluate financial statements and their impact with emphasis on Generally Accepted Accounting Principles for external financial reporting purposes.

ii.

Perform accounting transactions using the basic information technology in accounting.

iii.

Use research methodology skills in preparing accounting reports.

iv.

Analyze accounting data needed for decision making at all levels of managerial posts.

v.

Evaluate accounting systems.

vi.

Be aware of the responsibility towards society and business organizations in terms of following regulations & respecting values.

5.3 Finance & Banking i.

Acquire foundation in the conceptual and analytical framework for making investing and financing decisions.

ii.

Interpret and analyze basic financial statements in order to perform financial analysis.

iii.

Understand the international aspects of finance, banking and insurance.

iv.

Demonstrate strong analytical and problem solving skills related to the applications of finance, banking and insurance.

v.

Use effectively spreadsheets and web-based information technology in the applications of finance, banking and insurance.

vi.

Develop an awareness of the financial business environment in UAE.

5.4 Marketing i.

Demonstrate analytical and critical-thinking skills with direct application to business environments

ii.

Develop competencies in using planning skills to create and implement marketing solutions to meet clients’ needs

iii.

Create a range of communication skills in order to become an effective communicator

iv.

Understand the importance of being consumer-oriented and demonstrate how to effectively establish, develop and maintain business relationships

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v.

Analyze problems undermining service organization performance and identify strategies to overcome and improve services marketing organization performance

vi.

Identify and evaluate global, economic, cultural, and ethical issues related to marketing

5.5 Human Resource Management i.

Provide expert advice in core areas of Human Resource Management.

ii.

Develop, implement, monitor, and effectively assess core HR policies, procedures, and processes

iii.

Understand and utilize the organizational skills required to develop and maintain effective recruiting, publicity and community relations programs.

iv.

Demonstrate the high ethical standards required within the Human Resource profession.

v.

Develop and implement rewards, recognition and retention strategies, programs

5.6 Management Information Systems i.

Apply the principles of systems analysis and design to fundamental business systems within the organization

ii.

Integrate MIS in different organizational levels and business functions

iii.

Explain and develop an effective project plan

iv.

Apply effective collaboration skills in IT project teams

v.

Apply critical thinking and problem solving skills in IT solutions

vi.

Design and develop a database using general principles and standards

5.7 Master of Business Administration (MBA) i. Design and develop a database using general principles and standards ii. Develop problem solution techniques, interpret and implement solution results and analyze data needed for decision making. iii. Think critically (in terms of correctness & completeness of information) in different aspects of business. iv. Communicate effectively through oral presentation, debate and report writing. v. Apply information technology skills in business decision making process. vi. Utilize research methodology skills in designing questionnaires and analyzing data. vii. Analyze an internal and external environment using tools and concepts from various disciplines.

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Appendix B. Academic Outcomes Assessment Program-Course Mapping Matrix Course Code Course 1 Course 2 Course 3 Course 4 Course 5

Course Title

Program Learning Outcomes 1 X X X

2 X

3 X X

X X

X

X

4 X X

5

6 X

X X

X X

X X X

X

Program-Course Outcomes Mapping Matrix Course Title: No. 1 2 3 4 5 6 7

Course Learning Outcomes Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 Outcome 7

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Course Code: 1

Program Outcomes 2 3 4

5

X

6 X

X X

X

X

X X

X X

X X

X X

X

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Assessment Plan -- Program Level Program: Assessment Coordinator:

Ext.

Date: Email:

Program Mission Statement: Program Outcomes

Learning Opportunities: What courses or experiences provide students with the (primary) opportunity to achieve this outcome?

Quality Assurance Manual

Assessment Methods/Measures: List the direct and indirect methods you will use to measure how well students are achieving this outcome.

Target Levels

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When Will Assessment Be Conducted and Reviewed?

How Will Results Be Used and Communicated?

Sample Completed Assessment Plan – Program Level Program: Assessment Coordinator:

Sociology Susan Smith

Program Mission Statement:

The mission of the undergraduate program in Sociology is to‌..

Program Outcomes

Learning Opportunities

Communicate ideas in a clear and logical manner in oral presentation

Assessment Methods/Measures

Target Levels

SOC xxx SOC xxx SOC xxx Capstone

Explain the major foundations of modern sociological theory SOC xxx and show how each of these SOC xxx foundations influences current SOC xxx sociological theories.

Capstone

How Will Results Be Used and Communicated?

At least 80% of respondents indicate that they are Every two years, confident of their ability to express ideas in a clear, beginning 3/07. All assessment results coherent manner in oral presentation will be reviewed by faculty during a special faculty meeting at the A panel of faculty members end of each semester. evaluate graduating seniors' The results will be used At least 80% of students' portfolios are rated as student portfolios developed Each semester to recommend changes good or better in achieving this outcome. throughout the program using to the curriculum, a rubric. development of rubrics At least 80% of respondents indicate that they are and other assessment Alumni survey Every two years, confident of their ability to apply sociological tools, changes to syllabi, beginning 3/07. concepts. etc.

Final exam questions in At least 80% of senior theses are rated as good or capstone course, graded using Each semester better a rubric.

Alumni survey

Graduating seniors exit interview

At least 80% of respondents indicate that they believe this learning outcome was achieved.

Adapted from The American University in Cairo Quality Assurance Manual

When Will Assessment Be Conducted and Reviewed?

Date: Email:

Final presentation in the At least 80% of final presentations in the capstone capstone course, graded using Each semester course are rated as good or better scoring guidelines.

SOC xxx SOC xxx SOC xxx Capstone

Apply sociological concepts and principles to individual experiences and the social world.

Ext. 1111

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Each semester

Assessment Report -- Program Level Program: Assessment Coordinator:

Ext.

Date: Email:

Program Mission Statement: Program Outcomes

Learning Opportunities: What courses or experiences provide students with the (primary) opportunity to achieve this outcome?

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Assessment Methods/Measures: List the direct and indirect methods you will use to measure how well students are achieving this outcome.

Target Levels/ Benchmarks

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Results/Findings:

Use of Results: How were results used to improve student learning, planning, decision-making, and/or resource allocation?

Sample Completed Annual Assessment Report – Program Level Program: B.S., Civil Engineering Assessment Coordinator: Program Mission Statement: Program Outcomes

Ext.

Date: Email:

To provide our students with a fundamental, innovative Civil Engineering education in a way that fosters a lifetime of learning and leadership to address the needs of society.

Learning Opportunities: What courses or experiences provide students with the (primary) opportunity to achieve this outcome?

ENGR162, CE205, 1. Can design a component of a civil CE326, CE490, engineering system, STS402. All except incorporating social, CE205 are required for economic, ethical, CE majors. and contractual considerations.

Assessment Methods/Measures: List the direct and indirect methods you will use to measure how well students are achieving this outcome.

Course work and end-of course memos from: Primary design examples will be chosen from each.

All graduating students take exit surveys to determine if they feel confident that can design a civil engineering system component.

Most CE students take Fundamentals of Engineering exam before graduation.

Target Levels/ Benchmarks

End of course documents should support student mastery of the material.

Results/Findings:

End of course memos and student course grades and performance indicate outcome is achieved.

90% of the student agree or strongly agree that they can Students surveyed in 2001 design a CE system did not have capstone CE490. component.

Students in 2003 had Students should score capstone; students in 2004 above the national average had a course and associated on the related section of the design project.

FE exam Self-confidence decreased Exit surveys determine from 2001, perhaps because whether students felt students were more aware of confident. challenges associated with design problems.

Student achievement grew from 2% below the national average to 12% above the national average following implementation of capstone.

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Use of Results: How were results used to improve student learning, planning, decision-making, and/or resource allocation?

All assessment results are reviewed by faculty and changes to the curriculum are discussed.

The capstone course has continued to evolve and now utilizes the expertise of highly experienced and practicing design engineers.

Also, CE205 has been made a required course to ensure that all second-year civil engineers have a design experience‌.

2. Can develop a major TCC401, TCC402, research or design CE490 proposal for an engineering problem, complete the analysis, and prepare and present the results, while demonstrating an understanding of the role and impact of engineering research and practice on society.

ENGR162, CE205, both leadership and CE490. teamwork capabilities.

3. Will demonstrate

Course work and end-of-course memos

End of course documents should support student mastery.

Department thesis assessment.

Students should show proficiency in proposing and completing a major project, and an understanding of the role and impact of engineering on society.

Exit surveys

Goal is 90% agreement on items regarding ability in developing a research proposal and understanding the relationships between engineering and society.

Course work and end-of-course memos Exit surveys

End of course documents should support student mastery.

Goal is 90% agreement (agree or strongly agree) that an outcome was achieved.

Adapted from University of Virginia Civil Engineering Program Assessment Report

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End of course memos and student course grades and performance indicate that this outcome is achieved.

TCC402 and CE490 continue to be modified to potentially improve achievement

76% of theses indicated a reasonable to strong proficiency in proposing and completing a major project, and 80% demonstrated understanding of the role and impact of engineering on society.

87% of respondents say they can develop a major research or design project, while 97% feel they understand the role and impact of engineering research and practice on society.

Based on the end of course memos and student achievement, this outcome is satisfactorily achieved.

2003-2004 survey: At the time of graduation, 96% of respondents agreed or strongly agreed that they had opportunities to demonstrate teamwork and leadership capabilities.

Department will work to improve quantification of teamwork assessment within group projects.

Program Outcomes Assessment Plan Implementation Unit

Step 1.

Defining program goals in of alignment with college mission and goals.

Program Outcomes Assessment Committee + College Outcomes Assessment Committee

2.

Driving the program student learning outcomes.

Program Outcomes Assessment Committee + College Outcomes Assessment Committee

3.

4.

Identifying and designing appropriate assessment tools that measure the program student learning outcomes.

Establishing an achievement target for each assessment measure.

Program Outcomes Assessment Committee + College Outcomes Assessment Committee Program Outcomes Assessment Committee

Follow-Up Unit University Academic Quality Assurance Committee

Means of Implementation · Workshops · Meetings · Action plans

+ · · ·

QAIRC · · · ·

+ QAIRC

University Outcomes Assessment Committee

QAIRC

· ·

Notes/ Guidelines

Matrix of Program and College goals.

Assessment Plan

·

Matrix of Program goals and outcomes.

Assessment Plan

·

· ·

The first semester of the first year of assessment cycle

· ·

·

Goals are connected to the University mission and strategic plan.

Goals are aligned with the College mission and goals.

Consult similar programs, and accreditation agencies Outcomes are mapped to the Program goals.

Outcomes are consistent with the University and the College mission and goals.

August/ September

· · · · · ·

+

Quality Assurance Manual

Workshops Meetings Action plans

+

University Outcomes Assessment Committee

The first semester of the first year of assessment cycle

Output

August/ September

QAIRC University Academic Quality Assurance Committee

Deadline

·

Workshops Meetings Action plans Review of international practices Pilot studies Preparing rubrics Workshops Meetings Action plans Review of international practices Students’ work

The first month of every academic year August/ September

The first month of every academic year

(a) List of direct and indirect assessment tools mapped to the course outcomes (b) Rubrics (c) Assessment Plan Assessment Plan

· · ·

· · ·

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Using multiple assessment tools to assess each outcome Using different types of direct and indirect assessment tools.

Preparing good rubrics.

Achievement targets must be reasonable and ambitious.

Both quantitative and qualitative performance levels could be used.

Different outcomes may

· 5.

Collecting analyzing assessment determine findings.

and the data to major

Program Outcomes Assessment Committee

College Outcomes Assessment Committee

· · · ·

+ QAIRC

·

Preparing rubrics Workshops Meetings Action plans Individual and group assignments QAIRC help

have achievement targets.

At the end of every academic year

Assessment Report

·

· · · ·

6.

Developing and implementing an action plan based on assessment results to improve attainment of student learning outcomes.

Quality Assurance Manual

Program Outcomes Assessment Committee + College Outcomes Assessment Committee

University Outcomes Assessment Committee

· · · ·

+ QAIRC

·

Workshops Meetings Action plans Individual and group assignments QAIRC help

At the end of every academic year

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Assessment Report

· ·

More than one faculty should participate in grading and reviewing students' work.

Comparison of outcome results over several assessment tools.

Findings summarized in a simple and understandable way.

Specifying which outcomes are achieved and which are not.

Results are discussed by department council.

Address strengths and weaknesses identified by the assessment results.

Set manageable and practical action plans.

Appendix C. Administrative Units Goals/Objectives Library 1. To develop and maintain an understanding of the Library users and their information needs, and to respond to them appropriately.

2. To develop a variety of information resources, services, facilities and provide easy access to them.

3. To collaborate, affiliate and cooperate with organizations worldwide to share resources, and enhance services.

Human Resources 1. To make AAU an Employer of Choice through continuous image improvement by providing best HR services.

2. To create an environment where employees are enthusiastic about their jobs all the time.

3. To ensure the compliance of HR policies with state employment laws in order to make AAU a workplace that has all the necessary support for productive relationships.

4. To motivate existing qualified staff by inspiring long term commitment in order to reduce the turnover and increase the retention rate.

Admission and Registration 1. Providing the best services for students, faculty members, staff, and the wider community.

2. Computerizing all tasks related to admission, registration, and academic advising.

3. Treating students' academic records with the highest level of integrity through recording data accurately, keeping them, and maintaining utmost confidentiality.

Financial and Administrative Affairs 1. Promote financial responsibility.

2. Provide quality services.

3. Support the teaching, research, and community service goals of AAU. 4. Maintain safe, clean, and accessible facilities.

5. Provide quality auxiliary services.

6. Promote and maintain the fiscal health of AAU through rational budgets, financial reports, and purchasing policies.

7. Maximize the satisfaction of faculty, staff, and students.

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Information Technology 1. To provide learning and studying facilities for students.

2. To support administration staff via supporting desktop, printers, training and securing client data.

3. To support Departments and Collages by providing different level of IT services such as online courses, online exams, SIS system, ERP system, email, support for laptops, desktops ‌.etc.

4. To provide internship for graduates from AAU and other institutions.

5. To provide services for the continuing education center.

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Appendix D. Administrative Outcomes Assessment Assessment Plan – Administrative and Academic Support Unit Level Department/Unit: Assessment Coordinator: Mission Statement:

Date: Ext.

Expected Outcomes:

Assessment Methods:

Targets/Benchmarks:

Something the department or unit wants to achieve; desired end results for the organization or program, rather than actions. 3-5 ideal, maximum 10.

What factors, variables, or elements will you measure to gauge your success at reaching your expected outcome?

For each of these indicators, what is the minimum result, target, benchmark, or value that will represent success at achieving this outcome?

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Results/Findings

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Email:

Use of Results: How did you use results for planning, improvements, and decision making?

Sample Completed Administrative Unit Assessment Plan Department/Unit: Assessment Coordinator:

Admissions Office

Date: Ext.

Email:

Mission Statement:

The mission of the Office of Admissions is to admit a highly qualified and diverse body of students from various nationalities and educational and socio�economic backgrounds who will be challenged to meet AUC’s high academic standards.

Expected Outcomes:

Assessment Methods:

Targets/Benchmarks:

Something the department or unit wants to achieve; desired end results for the organization or program, rather than actions.

3-5 ideal, maximum 10.

What factors, variables, or elements will you measure to gauge your success at reaching your expected outcome?

For each of these indicators, what is the minimum result, target, benchmark, or value that will represent success at achieving this outcome?

AUC maintains high admissions standards.

Eligibility index of the American Diploma certificate, calculated as follows (33/4 *GPA +22.5/800 *SAT Reading + 22.5/800 * SAT writing + 22/800 * SAT Math) Average of the Egyptian Secondary School Certificate GCSE/IGCSE index (best eight subjects in the GCSE/IGCSE certificate, with A level scores* 2 and AS score*1.5) Other certificates indices % of students successfully recruited who hold IB, French Bacc., German Abitur certificates,

Averages and indices of admitted students should not be less than 80%.

All averages are calculated at time of admission decisions.

The results will be reviewed at the end of each admissions cycle.

Results will be reviewed and reported to senior administrators and university fundraisers to be used to inform and improve recruitment and admissions policies and standards.

% of students holding these certificates should not fall below10%. Increase in the number of students with these diplomas.

After the admission cycle is over, the admissions office gathers and reports the data.

% of American high school diplomas with EI 70 and more.

% of students with EI 70 and more should not fall below 41%% of students with IGCSE average of 115 or more should not fall below 52%

Results will be reviewed and reported to Enrollment Services, Student Financial Affairs, and senior administrators to be used to inform recruitment efforts.

AUC successfully recruits highly qualified students.

% of IGCSE with average 115 and more. % of Thanawiya Amma with average 90% and more.

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Results/Findings

% of students with Thanawiya average of 90% or more should not fall below 83%

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Use of Results: How did you use results for planning, improvements, and decision making?

AUC admits a diversified body of students from various educational backgrounds.

%s of students with GCSE, IGCSE,IB, Abitur, Bacc., Thanawiya Amma, Canadian, American Diploma, and other certificates.

% of students with IB, French Bacc, and Abitur should not fall below 10%

After the admission cycle is over, the admissions office gathers and reports the data.

Results will be reviewed and reported to Enrollment Services and senior administrators to be used to inform recruitment, communication, and development efforts.

Each admissions cycle, with are port at the end of each academic year. Data is maintained by the Office of Student Financial Affairs.

Results will be reviewed and reported to senior administrators and university fundraisers to be used to inform recruitment, communication, and development efforts.

The results help Enrollment Services office to focus on more effective recruitment plans to attract potential students to apply to AUC.

% of students with HSD certificates should not fall below 30%. % of students with IGCSE certificates should not fall below 25%.

AUC admits a diversified body of students from various socioeconomic backgrounds.

# LEAD students admitted

AUC admits a diversified body of students from a variety of nationalities.

% of degree seeking undergraduate international students

# students admitted receiving the Public School Scholarship (PSSF)

% of degree seeking graduate international students % of international students admitted to all AUC programs.

% of students with Thanawiya Amma should not fall below 25% # of LEAD students admitted should be 54 of higher. # of PSSF students should be 20 or higher.

% of degree seeking undergraduate international students should not be less than 15%. % of degree seeking graduate international students should not be less than 20%. % of international students admitted to all AUC programs should not be less than 35%

Adapted from The American University in Cairo

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After the admission cycle is over, the admissions office gathers and reports the data.

Annual Assessment Report – Administrative Units Program: Assessment Coordinator: Mission Statement: Expected Outcomes: Something the department or unit wants to achieve; desired end results for the organization or program, rather than actions. 3-5 ideal, maximum 10.

Quality Assurance Manual

Year: Ext.

Assessment Methods: What factors, variables, or elements will you measure to gauge your success at reaching your expected outcome?

Targets/Benchmarks: For each of these indicators, what is the minimum result, target, benchmark, or value that will represent success at achieving this outcome?

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Results/Findings

Email:

Use of Results: How did you use results for planning, improvements, and decision making?

Sample Completed Administrative Assessment Report Program: Assessment Coordinator: Mission Statement:

Center for Learning and Teaching

Ext.

Assessment Methods

1. Faculty evaluations of CLT

Targets/Benchmarks

1. An average of above 70%indicating

workshops

2. Number of faculty using STA services

3. Faculty evaluations of STA services 4. Faculty requests for help with the use of instructional technologies 5. Number of faculty attending instructional technology workshops and institutes provided by CLT 6. Results of faculty surveys 7. Results of focus groups with faculty attending CLT workshops

2.

3.

4.

5.

6.

7.

Faculty increasingly use innovative and effective teaching practices and develop, implement and assess new teaching methodologies

Email:

The mission of the Center for Learning and Teaching (CLT) at AUC is to help create a stimulating learning environment by promotingexcellence in teaching and by facilitating the effective application of technology to the teaching and learning process.

Expected Outcomes

Faculty have the technical support and training they need to use established and emerging instructional technologies, including learning management systems, interactive courseware, and use of ICT in teaching and curricula.

Year:

1. Number of faculty requesting support with formative assessment activities (e.g. SGIDs, midsemester surveys),classroom action research, applying and assessing learning technologies 2. Results of faculty surveys 3. Results of student survey 4. Results of focus groups with faculty engaging in such innovations

Quality Assurance Manual

1.

2.

3.

satisfaction and 50%indicating use of method No less than 80 faculty per academic year No less than 70%indicating the STA service was excellent No less than 50 faculty requests per academic year No less than 100 faculty attending per academic year 6. 75% of respondents indicate that they have the support they need.

Participants indicate that CLT is providing them with the technical support and training they need.

No less than 100 faculty requesting this service each year.

Growth in number of faculty reporting that they use effective/innovative teaching practices (no comparative data) Participants indicate that they are achieving this outcome.

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Results/Findings

1. 93% indicated

2.

3.

4.

5.

6.

7.

satisfaction and 93% indicating they will use half or more of the material 152 100% indicated it was excellent 152 273 To be done* See attached summary

1. 164 2.

3.

4.

To be done* No Survey done See attached summary

Use of Results

Quantitative indicators appear to be above target and thus will continue to ensure they remain so.

Focus groups indicate general satisfaction with CLT services & programs and the new suggestions will be incorporated into the CLT program as of academic year 2010-11

Quantitative indicators appear above target thus will continue to ensure they remain so.

Faculty focus groups appear satisfactory and the request for more academic discussion will be incorporated into CLT activities in 2010-11

Administrative Outcomes Assessment Plan Implementation Unit

Step 1.

Defining unit goals in of alignment with university mission and goals.

Administrative Unit +

Follow-Up Unit Administrative Quality Assurance Committee

Means of Implementation · Workshops · Meetings

Deadline September

Output Assessment Plan

Notes/ Guidelines · ·

Goals are aligned to the University mission and strategic plan..

Consult similar units

Ad Hoc Committee 2.

Driving the outcomes.

unit

Administrative Unit

Administrative Quality Assurance Committee

· ·

Workshops Meetings

· · ·

Workshops Meetings Review of international practices

· · ·

Workshops Meetings Review of international practices

· ·

Meetings Surveys and Performance Indicators

September

Assessment Plan

· ·

+

Outcomes are mapped to the unit goals.

Outcomes are consistent with the University and the College mission and goals.

QAIRC 3.

Identifying and designing appropriate assessment tools that measure the unit outcomes.

Administrative Unit + QAIRC

Administrative Quality Assurance Committee +

September

Assessment Plan

· ·

Using multiple assessment tools to assess each outcome Using different types of direct and indirect assessment tools.

QAIRC 4.

Establishing an achievement target for each assessment measure.

Administrative Unit + QAIRC

Administrative Quality Assurance Committee +

September

Assessment Plan

· ·

Achievement targets must be reasonable and ambitious.

Different outcomes may have achievement targets.

QAIRC 5.

Collecting analyzing assessment determine findings.

and the data to major

Administrative Unit + QAIRC

Administrative Quality Assurance Committee

May/June

· ·

+ QAIRC

Quality Assurance Manual

Assessment Report

·

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Comparison of outcome results over several assessment tools.

Findings summarized in a simple and understandable way.

Specifying which outcomes are achieved and which are

· 6.

Developing and implementing an action plan based on assessment results to improve attainment of unit outcomes.

Quality Assurance Manual

Administrative Unit

Administrative Quality Assurance Committee

· ·

Meetings QAIRC help

May/June

Assessment Report

· ·

+ QAIRC

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not.

Results are discussed by unit members.

Address strengths and weaknesses identified by the assessment results.

Set manageable and practical action plans.

Appendix E. Surveys Description and Schedule Survey 1

Target Population

Responsible Unit

Frequency

Collects data about educational experiences at AAU, current employment & educational activities and future plans of the previous year’s graduates.

Collects information on current employment of alumni, the extent to which that employment is related to the education they received at AAU, their plans for further education, and their satisfaction with AAU.

Alumni earning degrees in previous academic year

QAIRC

Annual (2nd Semester)

Alumni

QAIRC

4 years (starting 2014)

Employer Survey

Collects information from employers of AAU alumni on how prepared AAU graduates were in a variety of areas.

Employers of AAU graduates

QAIRC

4 years (starting 2014)

Exit Survey

Collects feedback from graduating students on their educational experiences and academic-related services at AAU.

Graduating Students

QAIRC and Academic Units

Every Semester

Faculty Satisfaction Survey

The survey covers a variety of services, processes and policies on campus, including but not limited to Library, Information Technology, Human Resources, Research, Teaching and others.

AAU Faculty

QAIRC

2 years (Odd years)

Staff Satisfaction Survey

The survey covers a variety of services, processes and policies on campus.

AAU Staff

QAIRC

4 years (Starting 2013)

Student Satisfaction Survey

The survey covers a variety of areas and services on campus, including Student Affairs, Library, Technology, Academic Services and others.

Currently enrolled students

QAIRC

2 years (Odd years)

Instructor and Course Evaluation Survey

Collects feedback from students on courses and instructors.

QAIRC and Colleges

Every Semester

CHEDS Surveys

The surveys assess the satisfaction of the target groups on a variety of services and procedures at AAU.

QAIRC

Annual (2nd Semester)

Graduate Follow-Up Survey

2 Alumni Survey 3

4

5

6

7

8 9

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Purpose

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Currently enrolled students Faculty, Staff, Students, Graduates

10 Students' Affairs Survey 11 Academic Advisor Evaluation Survey 12 IT and Computer Labs Survey 13 Library Survey 14 Security and Maintenance Services Survey 15 Students' Accommodation Survey 16 Canteen and Store Survey

Quality Assurance Manual

The survey measures the satisfaction of the target group on services offered by the corresponding unit/office.

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Currently enrolled students Currently enrolled students Currently enrolled students Currently enrolled students

Corresponding Unit/Office Corresponding Unit/Office Corresponding Unit/Office Corresponding Unit/Office

Currently enrolled students

Corresponding Unit/Office

Per request

Currently enrolled students

Corresponding Unit/Office

Per request

Currently enrolled students

Corresponding Unit/Office

Per request

Per request Per request Per request Per request

Appendix F. Quality AssuranceResources Quality Assurance/Institutional Effectiveness/Assessment Offices ·

Institutional Assessment and Studies, University of Virginia http://avillage.web.virginia.edu/iaas/assess/assessment.shtm

·

Internet Resources for Higher Education Outcomes Assessment, University of North Carolina http://www2.acs.ncsu.edu/UPA/assmt/resource.htm

·

Office of Institutional Research, American University in Cairo http://www.aucegypt.edu/research/IR/Pages/default.aspx

·

The Institutional Effectiveness and Planning Support Unit, United Arab Emirates University http://www.uaeu.ac.ae/irpsu/index.shtml

·

Office of Institutional Research and Assessment, Auburn University https://oira.auburn.edu/

·

Office of Institutional Assessment, Texas A&M University http://assessment.tamu.edu/

·

Office of Academic Planning, University of Georgia http://www.oap.uga.edu/

·

The Office of Institutional Effectiveness, Marymount University http://www.marymount.edu/offices/ie

Quality Assurance/Institutional Effectiveness/Assessment Handbooks ·

Assessment Manual, Northern Illinois University http://www.niu.edu/assessment/Manual/index.shtml

·

Course-Based Review and Assessment Handbook, University of Massachusetts Amherst http://www.umass.edu/oapa/oapa/publications/online_handbooks/course_based.pdf

·

Administrative Unit Assessment Handbook, University of Central Florida http://oeas.ucf.edu/doc/adm_assess_handbook.pdf

·

Assessment guide for Administrative and Academic Support Units, The American University in Cairo http://www.aucegypt.edu/research/IR/assess/Documents/Assessment%20Guide_Admin.p df

·

Assessment guide for Academic Units, The American University in Cairo http://www.aucegypt.edu/research/IR/assess/Documents/Assessment%20Guide_Academi c.pdf

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·

Units of Planning and Institutional Improvement, Indiana University-Purdue University Indianapolis http://www.planning.iupui.edu/assessment/

·

Learning Outcomes Assessment Planning Guide, California Polytechnic State University http://www.academicprograms.calpoly.edu/assessment/assessplanguide.htm

·

Unit Effectiveness Process, University of North Texas

·

http://www.uta.edu/irp/unit_effectiveness_plans/assets/UEP%20Handbook%20All%2012 -10-10.pdf

·

UW-Madison Assessment Manual, University of Wisconsin-Madison http://www.provost.wisc.edu/assessment/manual/

·

Assessment in Academic Departments and Programs, The American University in Cairo http://www.aucegypt.edu/research/IR/assess/Pages/AssessmentAcadProg.aspx

·

Assessment in Academic Departments and Programs, The American University in Cairo http://www.aucegypt.edu/research/IR/assess/Pages/AssessmentinSupportingUnits.aspx

·

Learning Outcomes Assessment Handbook, Marymount University http://www.marymount.edu/Media/Website%20Resources/documents/offices/ie/LearnAs sessHandbook.pdf

·

Administrative Assessment Handbook, Marymount University http://www.marymount.edu/Media/Website%20Resources/documents/offices/ie/AdminA ssessHandbook.pdf

Assessment Plans and Reports ·

Examples of Assessment in the Academic Disciplines, University at Albany, State University of New York http://www.albany.edu/assessment/discip_assess.html

·

Program assessment plans, University of Virginia http://avillage.web.virginia.edu/iaas/assess/resources/assessplans.shtm

·

Assessment in academic departments and programs, The American University in Cairo http://www.aucegypt.edu/research/IR/assess/Pages/AssessmentAcadProg.aspx

·

Assessment in Supporting Units, The American University in Cairo http://www.aucegypt.edu/research/IR/assess/Pages/AssessmentinSupportingUnits.aspx

·

Assessment Data and Reports, Lock Haven University http://www.lhup.edu/assessment/assessmentdataandreports.htm

·

Assessment Reports, Auburn University https://oira.auburn.edu/assessment/view_reports.aspx

·

Assessment Plans, University of Illinois http://cte.illinois.edu/outcomes/unit_assess.html Quality Assurance Manual

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Books ·

Bresciani, M. J. (2006). Outcomes-based academic and co-curricular program review: A compilation of institutional good practices. Sterling, VA: Stylus.

·

Diamond, R. M. (1998). Designing & assessing courses & curricula: A practical guide.

San Francisco, CA: Jossey-Bass.

·

Dickeson, R. C. (1999). Prioritizing academic programs and services: Reallocating resources to achieve strategic balance. San Francisco: Jossey-Bass.

·

Allen, M. J. (2004). Assessing academic programs in higher education. Bolton, MA: Anker.

·

Banta, T. W. (Ed.). (2007). Assessing student learning in the disciplines. San Francisco: Jossey-Bass.

·

Hogan, T. P. (2007). Educational assessment: A practical introduction. New York: John Wiley & Sons, Inc.

·

Huba, M. E. & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn and Bacon.

·

Miller, B. A. (2007). Assessing organizational performance in higher education. San Francisco: Jossey-Bass.

·

National Research Council. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: The National Academies Press.

·

Nichols, J. O., & Nichols, K. W., et al. (2005). A road map for improvement of student learning and support services through assessment. New York: Agathon.

·

Dew, J. R., & Nearing, M. M. (2004). Continuous quality improvement in higher education. Westport, CT: Praeger.

·

Stevens, D. D., & Levi, A. J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA: Stylus.

·

Bresciani, M. J., Zelna, C. L., & Anderson, J. A. (2004). Assessing student learning and development: A handbook for practitioners. Washington, DC: National Association of Student Personnel Administrators.

·

Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.

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