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Quality Assurance Manual 2012-2013
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AL AIN UNIVERSITY
OF
SCIENCE AND TECHNOLOGY
QUALITY ASSURANCE MANUAL
2012-2013
Web: http://www.aau.ac.ae/
EMAIL: [email protected]
Tel: 03-7024817
Fax: 03-7024777
TABLE OF CONTENTS
Quality Assurance Manual P a g e | ii
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 Board of Trustees __________________________________________________________ 5
2.4.2 Chancellor _______________________________________________________________ 5
2.4.3 Executive Consultation Council _______________________________________________ 6
2.4.4 University President ________________________________________________________ 6
2.4.5 Vice President(s) __________________________________________________________ 6
2.5 University Councils _____________________________________________________ 7
2.6.1 University Council _________________________________________________________ 7
2.6.2 Deans’ Council ____________________________________________________________ 8
2.6 University Quality Committees ___________________________________________ 8
2.6.1 Academic Quality Assurance Committee _______________________________________ 8
2.6.2 Administrative Quality Assurance Committee____________________________________ 9
2.6.3 College Quality Assurance Committee ________________________________________ 10
2.6.4 Program Quality Assurance Committee ________________________________________ 10
3 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. Director of QAIRC________________________________________________________ 12
3.5.2. Deputy Director __________________________________________________________ 13
3.5.3. Data Analyst _____________________________________________________________ 13
4 AAU Institutional Effectiveness Framework _____________________________ 14
4.1 Institutional Effectiveness ______________________________________________ 14
4.2 Strategic Planning _____________________________________________________ 16
4.3 Outcomes Assessment __________________________________________________ 16
4.3.1 Purpose of Assessment _____________________________________________________ 16
4.3.2 Assessment Operational Model ______________________________________________ 17
4.4 Budgeting Process _____________________________________________________ 18
5 Academic Quality Assurance _________________________________________ 19
5.1. Overview of Outcomes Assessment _____________________________________ 19
5.2. Program Outcomes Assessment Process _________________________________ 19
Quality Assurance Manual P a g e | iii
5.2.1 Program Mission and Goals _________________________________________________ 20
5.2.2 Program Learning Outcomes ________________________________________________ 21
5.2.3 Assessment Methods ______________________________________________________ 22
5.2.4 Achievement Targets ______________________________________________________ 23
5.2.5 Assessment Implementation_________________________________________________ 24
5.2.6 Closing the Loop: Results Dissemination and Follow-Up __________________________ 25
6 Administrative Quality Assurance _____________________________________ 27
6.1 Overview of Administrative Assessment ___________________________________ 27
6.2 Administrative Outcomes Assessment Process _____________________________ 27
6.2.1 Unit Mission and Goals ____________________________________________________ 28
6.2.2 Administrative Program Outcomes ___________________________________________ 29
6.2.3 Assessment Methods ______________________________________________________ 30
6.2.4 Achievement Targets ______________________________________________________ 31
6.2.5 Assessment Implementation_________________________________________________ 32
6.2.6 Closing the Loop: Results Dissemination and Follow-Up __________________________ 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
Quality Assurance Manual P a g e | 1
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.
Quality Assurance Manual P a g e | 2
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.
Quality Assurance Manual P a g e | 3
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
Quality Assurance Manual P a g e | 5
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.
Quality Assurance Manual P a g e | 6
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 P a g e | 8
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 P a g e | 9
Director of Quality Assurance & Institutional Research Center Chair
Representative from the College of Business Administration Member
Representative from the College of Engineering and Information
Technology Member
Representative from the College of Pharmacy Member
Representative from the College of Education Member
Representative from the College of Law Member
Representative from the College of Law – Abu Dhabi Campus Member
Representative from the College of Business Administration – Abu Dhabi
Campus 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 Chair
Director of Information Technology Center Member
Library Manager Member
Manager of Finance Division Member
Supervisor of Administrative Division Member
Manager of Human Resources Unit Member
General Registrar Member
Supervisor of Administrative Division– Abu Dhabi Campus 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.
Quality Assurance Manual P a g e | 10
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.
Quality Assurance Manual P a g e | 11
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;
Quality Assurance Manual P a g e | 12
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.
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.
Director
Data Analyst
Deputy Director
Quality Assurance Manual P a g e | 13
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.
Quality Assurance Manual P a g e | 14
4 AAU Institutional Effectiveness Framework
4.1 Institutional Effectiveness
The institutional effectiveness process is a central component of the ongoing institution-
wide 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 mission-
driven; 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
Quality Assurance Manual P a g e | 15
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.
AAU Mission and Strategic Goals
Program & ServicesImprovements /
Modifications
Program/Unit Goals· Student Learning Outcomes
· Supporting Services Objectives
Using of Results and Action Plan
Assessment Activities
Strategic Planning
Budgeting
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.
Quality Assurance Manual P a g e | 16
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 five-
year 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:
Quality Assurance Manual P a g e | 17
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 self-
improvement.
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.
Quality Assurance Manual P a g e | 18
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.
Quality Assurance Manual P a g e | 19
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.
Quality Assurance Manual P a g e | 20
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 P a g e | 21
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 capable of understanding the most advanced
technologies.
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 P a g e | 22
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.
Quality Assurance Manual P a g e | 23
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:
Quality Assurance Manual P a g e | 24
(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 P a g e | 25
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 P a g e | 26
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.
Quality Assurance Manual P a g e | 27
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.
Quality Assurance Manual P a g e | 28
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.
Quality Assurance Manual P a g e | 29
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 decision-
making related to budgets and financial planning.
8. Faculty members effectively use technology to promote student learning.
Quality Assurance Manual P a g e | 30
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 P a g e | 31
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
Quality Assurance Manual P a g e | 32
) and North Carolina State University (http://www.ncsu.edu/finance-
business/assessment/unit-plans.php).
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 P a g e | 33
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/finance-
business/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.
Quality Assurance Manual P a g e | 34
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 life-
long 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;
Quality Assurance Manual P a g e | 35
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;
Quality Assurance Manual P a g e | 36
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.
Quality Assurance Manual P a g e | 37
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
Quality Assurance Manual P a g e | 38
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
Quality Assurance Manual P a g e | 39
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.
Quality Assurance Manual P a g e | 40
Appendix B. Academic Outcomes Assessment
Program-Course Mapping Matrix
Course
Code Course Title
Program Learning Outcomes
1 2 3 4 5 6
Course 1 X X X X
Course 2 X X X X
Course 3 X X X X
Course 4 X X X
Course 5 X X X X X X
Program-Course Outcomes Mapping Matrix
Course Title: Course Code:
No. Course Learning Outcomes Program Outcomes
1 2 3 4 5 6
1 Outcome 1 X X
2 Outcome 2 X X
3 Outcome 3 X X
4 Outcome 4 X X
5 Outcome 5 X X X
6 Outcome 6 X X
7 Outcome 7 X X
Quality Assurance Manual P a g e | 41
Assessment Plan -- Program Level
Program: Date:
Assessment Coordinator: Ext. Email:
Program Mission Statement:
Program Outcomes Learning Opportunities:
What courses or experiences
provide students with the
(primary) opportunity to
achieve this outcome?
Assessment
Methods/Measures: List
the direct and indirect
methods you will use to
measure how well students
are achieving this outcome.
Target Levels When Will Assessment
Be Conducted and
Reviewed?
How Will Results Be
Used and
Communicated?
Quality Assurance Manual P a g e | 42
Sample Completed Assessment Plan – Program Level
Program: Sociology Date:
Assessment Coordinator: Susan Smith Ext. 1111 Email:
Program Mission Statement: The mission of the undergraduate program in Sociology is to…..
Program Outcomes Learning
Opportunities
Assessment
Methods/Measures
Target Levels When Will
Assessment Be
Conducted and
Reviewed?
How Will Results Be
Used and
Communicated?
Communicate ideas in a clear
and logical manner in oral
presentation
SOC xxx
SOC xxx
SOC xxx
Capstone
Final presentation in the
capstone course, graded using
scoring guidelines.
At least 80% of final presentations in the capstone
course are rated as good or better Each semester
All assessment results
will be reviewed by
faculty during a special
faculty meeting at the
end of each semester.
The results will be used
to recommend changes
to the curriculum,
development of rubrics
and other assessment
tools, changes to syllabi,
etc.
Alumni survey
At least 80% of respondents indicate that they are
confident of their ability to express ideas in a clear,
coherent manner in oral presentation
Every two years,
beginning 3/07.
Apply sociological concepts
and principles to individual
experiences and the social
world. SOC xxx
SOC xxx
SOC xxx
Capstone
A panel of faculty members
evaluate graduating seniors'
student portfolios developed
throughout the program using
a rubric.
At least 80% of students' portfolios are rated as
good or better in achieving this outcome. Each semester
Alumni survey At least 80% of respondents indicate that they are
confident of their ability to apply sociological
concepts.
Every two years,
beginning 3/07.
Explain the major foundations
of modern sociological theory
and show how each of these
foundations influences current
sociological theories.
SOC xxx
SOC xxx
SOC xxx
Capstone
Final exam questions in
capstone course, graded using
a rubric.
At least 80% of senior theses are rated as good or
better Each semester
Graduating seniors exit
interview
At least 80% of respondents indicate that they
believe this learning outcome was achieved. Each semester
Adapted from The American University in Cairo
Quality Assurance Manual P a g e | 43
Assessment Report -- Program Level
Program: Date:
Assessment Coordinator: Ext. Email:
Program Mission Statement:
Program Outcomes Learning Opportunities:
What courses or experiences
provide students with the
(primary) opportunity to
achieve this outcome?
Assessment
Methods/Measures: List
the direct and indirect
methods you will use to
measure how well students
are achieving this outcome.
Target Levels/
Benchmarks
Results/Findings: Use of Results: How were
results used to improve
student learning, planning,
decision-making, and/or
resource allocation?
Quality Assurance Manual P a g e | 44
Sample Completed Annual Assessment Report – Program Level
Program: B.S., Civil Engineering Date:
Assessment Coordinator: Ext. Email:
Program Mission Statement: 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. Program Outcomes Learning
Opportunities: What
courses or experiences
provide students with
the (primary)
opportunity to achieve
this outcome?
Assessment Methods/Measures:
List the direct and indirect
methods you will use to measure
how well students are achieving
this outcome.
Target Levels/
Benchmarks
Results/Findings: Use of Results: How were
results used to improve
student learning, planning,
decision-making, and/or
resource allocation?
1. Can design a
component of a civil
engineering system,
incorporating social,
economic, ethical,
and contractual
considerations.
ENGR162, CE205,
CE326, CE490,
STS402. All except
CE205 are required for
CE majors.
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.
End of course documents
should support student
mastery of the material.
90% of the student agree or
strongly agree that they can
design a CE system
component.
Students should score
above the national average
on the related section of the
FE exam
Exit surveys determine
whether students felt
confident.
End of course memos and
student course grades and
performance indicate
outcome is achieved.
Students surveyed in 2001
did not have capstone CE490.
Students in 2003 had
capstone; students in 2004
had a course and associated
design project.
Self-confidence decreased
from 2001, perhaps because
students were more aware of
challenges associated with
design problems.
Student achievement grew
from 2% below the national
average to 12% above the
national average following
implementation of capstone.
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….
Quality Assurance Manual P a g e | 45
2. Can develop a major
research or design
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.
TCC401, TCC402,
CE490
Course work and end-of-course
memos
Department thesis assessment.
Exit surveys
End of course documents
should support student
mastery.
Students should show
proficiency in proposing
and completing a major
project, and an
understanding of the
role and impact of
engineering on society.
Goal is 90% agreement
on items regarding
ability in developing a
research proposal and
understanding the
relationships between
engineering and society.
End of course memos and
student course grades and
performance indicate that this
outcome is achieved.
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.
TCC402 and CE490
continue to be
modified to potentially
improve achievement
3. Will demonstrate
both leadership and
teamwork
capabilities.
ENGR162, CE205,
CE490.
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.
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.
Adapted from University of Virginia Civil Engineering Program Assessment Report
Quality Assurance Manual P a g e | 46
Program Outcomes Assessment Plan
Step
Implementation
Unit
Follow-Up
Unit
Means of
Implementation Deadline Output Notes/ Guidelines
1. Defining program
goals in of alignment
with college mission
and goals.
Program Outcomes
Assessment
Committee
+
College Outcomes
Assessment
Committee
University
Academic
Quality
Assurance
Committee
+
QAIRC
· Workshops
· Meetings
· Action plans
The first
semester of the
first year of
assessment
cycle
August/
September
· Matrix of
Program and
College goals.
· Assessment
Plan
· 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
2. Driving the program
student learning
outcomes.
Program Outcomes
Assessment
Committee
+
College Outcomes
Assessment
Committee
University
Academic
Quality
Assurance
Committee
+
QAIRC
· Workshops
· Meetings
· Action plans
The first
semester of the
first year of
assessment
cycle
August/
September
· Matrix of
Program goals
and outcomes.
· Assessment
Plan
· Outcomes are mapped to the
Program goals.
· Outcomes are consistent
with the University and the
College mission and goals.
3. Identifying and
designing appropriate
assessment tools that
measure the program
student learning
outcomes.
Program Outcomes
Assessment
Committee
+
College Outcomes
Assessment
Committee
University
Outcomes
Assessment
Committee
+
QAIRC
· Workshops
· Meetings
· Action plans
· Review of
international
practices
· Pilot studies
· Preparing
rubrics
The first
month of every
academic year
August/
September
(a) List of direct
and indirect
assessment
tools mapped to
the course
outcomes
(b) Rubrics
(c) Assessment
Plan
· Using multiple assessment
tools to assess each outcome
· Using different types of
direct and indirect
assessment tools.
· Preparing good rubrics.
4. Establishing an
achievement target
for each assessment
measure.
Program Outcomes
Assessment
Committee
University
Outcomes
Assessment
Committee
+
QAIRC
· Workshops
· Meetings
· Action plans
· Review of
international
practices
· Students’ work
The first
month of every
academic year
Assessment Plan · Achievement targets must
be reasonable and
ambitious.
· Both quantitative and
qualitative performance
levels could be used.
· Different outcomes may
Quality Assurance Manual P a g e | 47
· Preparing
rubrics
have achievement targets.
5. Collecting and
analyzing the
assessment data to
determine major
findings.
Program Outcomes
Assessment
Committee
College
Outcomes
Assessment
Committee
+
QAIRC
· Workshops
· Meetings
· Action plans
· Individual and
group
assignments
· QAIRC help
At the end of
every
academic year
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.
6. Developing and
implementing an
action plan based on
assessment results to
improve attainment of
student learning
outcomes.
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
Assessment Report · Address strengths and
weaknesses identified by the
assessment results.
· Set manageable and
practical action plans.
Quality Assurance Manual P a g e | 48
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.
Quality Assurance Manual P a g e | 49
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.
Quality Assurance Manual P a g e | 50
Appendix D. Administrative Outcomes Assessment
Assessment Plan – Administrative and Academic Support Unit Level
Department/Unit: Date:
Assessment
Coordinator:
Ext. Email:
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.
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?
Results/Findings Use of Results: How did you use
results for planning, improvements,
and decision making?
Quality Assurance Manual P a g e | 51
Sample Completed Administrative Unit Assessment Plan
Department/Unit: Admissions Office Date:
Assessment
Coordinator:
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: Something the department or
unit wants to achieve; desired
end results for the organization
or program, rather than actions.
3-5 ideal, maximum 10.
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?
Results/Findings Use of Results: How did
you use results for planning,
improvements, and decision
making?
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
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.
AUC successfully recruits
highly qualified students.
% of students successfully recruited
who hold IB, French Bacc.,
German Abitur certificates,
% of American high school
diplomas with EI 70 and more.
% of IGCSE with average 115 and
more.
% of Thanawiya Amma with
average 90% and more.
% of students holding these certificates
should not fall below10%. Increase in the
number of students with these diplomas.
% 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%
% of students with Thanawiya average of
90% or more should not fall below 83%
After the admission cycle is
over, the admissions office
gathers and reports the data.
Results will be reviewed
and
reported to Enrollment
Services,
Student Financial Affairs,
and senior administrators to
be used to inform
recruitment efforts.
Quality Assurance Manual P a g e | 52
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%
% of students with HSD
certificates should not fall below
30%.
% of students with IGCSE
certificates should not fall below
25%.
% of students with Thanawiya
Amma should not fall below
25%
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.
AUC admits a diversified
body of students from
various socioeconomic
backgrounds.
# LEAD students admitted
# students admitted receiving the
Public School Scholarship (PSSF)
# of LEAD students admitted
should be 54 of higher.
# of PSSF students should be 20
or higher.
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.
AUC admits a diversified
body of students from a
variety of nationalities.
% of degree seeking
undergraduate international
students
% of degree seeking graduate
international students
% of international students
admitted to all AUC programs.
% 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%
After the admission cycle is
over, the admissions office
gathers and reports the data.
The results help Enrollment
Services office to focus on
more effective recruitment
plans to attract potential
students to apply to AUC.
Adapted from The American University in Cairo
Quality Assurance Manual P a g e | 53
Annual Assessment Report – Administrative Units
Program: Year:
Assessment
Coordinator: Ext. Email:
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.
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?
Results/Findings Use of Results: How did you use
results for planning, improvements,
and decision making?
Quality Assurance Manual P a g e | 54
Sample Completed Administrative Assessment Report
Program: Center for Learning and Teaching Year:
Assessment
Coordinator: Ext. Email:
Mission Statement: 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 Assessment Methods Targets/Benchmarks Results/Findings Use of Results
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.
1. Faculty evaluations of CLT
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
1. An average of above 70%indicating
satisfaction and 50%indicating use of
method
2. No less than 80 faculty per academic
year
3. No less than 70%indicating the STA
service was excellent
4. No less than 50 faculty requests per
academic year
5. No less than 100 faculty attending per
academic year
6. 6. 75% of respondents indicate that
they have the support they need.
7. Participants indicate that CLT is
providing them with the technical
support and training they need.
1. 93% indicated
satisfaction and 93%
indicating they will
use half or more of
the material
2. 152
3. 100% indicated it
was excellent
4. 152
5. 273
6. To be done*
7. See attached
summary
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
Faculty increasingly use
innovative and effective
teaching practices and
develop, implement and
assess new teaching
methodologies
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
1. No less than 100 faculty requesting
this service each year.
2. Growth in number of faculty reporting
that they use effective/innovative
teaching practices (no comparative
data)
3. Participants indicate that they are
achieving this outcome.
1. 164
2. To be done*
3. No Survey done
4. See attached
summary
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
Quality Assurance Manual P a g e | 55
Administrative Outcomes Assessment Plan
Step
Implementation
Unit Follow-Up Unit
Means of
Implementation Deadline Output Notes/ Guidelines
1. Defining unit goals in
of alignment with
university mission
and goals.
Administrative
Unit
+
Ad Hoc Committee
Administrative
Quality Assurance
Committee
· Workshops
· Meetings September Assessment
Plan
· Goals are aligned to the
University mission and
strategic plan..
· Consult similar units
2. Driving the unit
outcomes. Administrative
Unit
Administrative
Quality Assurance
Committee
+
QAIRC
· Workshops
· Meetings September Assessment
Plan
· Outcomes are mapped to the
unit goals.
· Outcomes are consistent
with the University and the
College mission and goals.
3. Identifying and
designing appropriate
assessment tools that
measure the unit
outcomes.
Administrative
Unit
+
QAIRC
Administrative
Quality Assurance
Committee
+
QAIRC
· Workshops
· Meetings
· Review of
international
practices
September Assessment
Plan
· Using multiple assessment
tools to assess each outcome
· Using different types of
direct and indirect
assessment tools.
4. Establishing an
achievement target
for each assessment
measure.
Administrative
Unit
+
QAIRC
Administrative
Quality Assurance
Committee
+
QAIRC
· Workshops
· Meetings
· Review of
international
practices
September Assessment
Plan
· Achievement targets must
be reasonable and
ambitious.
· Different outcomes may
have achievement targets.
5. Collecting and
analyzing the
assessment data to
determine major
findings.
Administrative
Unit
+
QAIRC
Administrative
Quality Assurance
Committee
+
QAIRC
· Meetings
· Surveys and
Performance
Indicators
May/June Assessment
Report
· Comparison of outcome
results over several
assessment tools.
· Findings summarized in a
simple and understandable
way.
· Specifying which outcomes
are achieved and which are
Quality Assurance Manual P a g e | 56
not.
· Results are discussed by
unit members.
6. Developing and
implementing an
action plan based on
assessment results to
improve attainment of
unit outcomes.
Administrative
Unit
Administrative
Quality Assurance
Committee
+
QAIRC
· Meetings
· QAIRC help May/June Assessment
Report
· Address strengths and
weaknesses identified by the
assessment results.
· Set manageable and
practical action plans.
Quality Assurance Manual P a g e | 57
Appendix E. Surveys Description and Schedule
Survey Purpose Target Population
Responsible
Unit Frequency
1 Graduate Follow-Up
Survey
Collects data about educational experiences at AAU, current
employment & educational activities and future plans of the
previous year’s graduates.
Alumni earning
degrees in previous
academic year
QAIRC Annual (2
nd
Semester)
2
Alumni Survey
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 QAIRC
4 years
(starting
2014)
3
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)
4
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
5 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)
6 Staff Satisfaction
Survey
The survey covers a variety of services, processes and policies
on campus. AAU Staff QAIRC
4 years
(Starting
2013)
7 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)
8 Instructor and Course
Evaluation Survey Collects feedback from students on courses and instructors.
Currently enrolled
students
QAIRC and
Colleges
Every
Semester
9
CHEDS Surveys The surveys assess the satisfaction of the target groups on a
variety of services and procedures at AAU.
Faculty, Staff,
Students,
Graduates
QAIRC Annual (2
nd
Semester)
Quality Assurance Manual P a g e | 58
10 Students' Affairs
Survey
The survey measures the satisfaction of the target group on
services offered by the corresponding unit/office.
Currently enrolled
students
Corresponding
Unit/Office Per request
11 Academic Advisor
Evaluation Survey
Currently enrolled
students
Corresponding
Unit/Office Per request
12 IT and Computer Labs
Survey
Currently enrolled
students
Corresponding
Unit/Office Per request
13 Library Survey Currently enrolled
students
Corresponding
Unit/Office Per request
14 Security and
Maintenance Services
Survey
Currently enrolled
students
Corresponding
Unit/Office Per request
15 Students'
Accommodation
Survey
Currently enrolled
students
Corresponding
Unit/Office Per request
16 Canteen and Store
Survey
Currently enrolled
students
Corresponding
Unit/Office Per request
Quality Assurance Manual P a g e | 59
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
Quality Assurance Manual P a g e | 60
· 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 P a g e | 61
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.
