UNIVERSITY OF BELIZE
UYU
UB QUALITY
As Strong as each Link in the UB Chain
COURSE OUTLINES:
WRITING AND REVIEW
MANUAL
DRAFT 2
17 DECEMBER, 2009
I. What is UB’s Course Outline?
The UB course outline (CO) is an institutional document prepared by the instructor and approved
by the faculty Dean on a semester by semester basis that establishes an explicit link with the
course syllabus’s Intended Learning Outcomes (ILO), its content, teaching methodologies and
assessment strategies and with the Program Specifications (PS) document that outlines the
program’s aims, graduate profile and its Intended Learning Outcomes (ILO)s. The CO is also a
course Work Plan that outlines the learning that is expected as outcomes of the activities planned
in a defined time frame, the teaching/facilitating of learning methodologies and assessment
strategies of the learning expected from the students in the class. Thirdly, the CO is a guide or
manual that provides information on mutual expectations between the instructor and the course
within the context of UB academic policies and regulations. In that regard, the CO is an
agreement that defines among other things, course requirements, time frames and assessment
standards.
The CO is where the University, faculty and program mission and vision, the Program
Specifications document and the syllabus are translated into real pedagogical terms through the
course ILOs and the teaching methods and assessment strategies that are aimed at facilitating
learning at UB.
Together with the syllabus the Course Outline is the smallest quantifiable building block upon
which the university builds the formal educational experience of its students. The Course Outline
is a succinct synthesis of the syllabus with its Intended Learning Outcomes or competencies
categorized in terms of knowledge, skills and values that students need to succeed in further
studies or as productive members of society.
Course Outline ILOs, content, teaching methodologies and assessment strategies are drawn
from the syllabus ILOs, content, teaching methodologies and assessment strategies. ILOs and
content are exactly the same as those of the syllabus while there may be some variance in
teaching methodologies and assessment strategies but fundamentally there should be no
substantive difference between the two documents.
In planning a CO the instructor has to be mindful of the level of the course (ranging from
100 to 400), the course’s contribution to the achievement of the PS document, the teaching
methodologies that will facilitate student learning, the cultural diversity of the student body
and the level of preparedness of the students and the standards of the discipline. At the right
level, the course incorporates critical thinking with an emphasis on the appropriate level of
cognitive processes including problem solving, creativity and application of knowledge
through assignments, projects and essay writing. Success in UB courses should make UB
graduates more competitive in today’s globalized world without minimizing the importance
of our national and cultural context.
To reiterate, the CSR is not a Course Outline. The Course Outline is prepared by the
individual instructor following UB’s template and guidelines. The individual faculty member
is at liberty to adapt only the teaching and assessment methodologies and strategies to his/her
pedagogical preferences aimed at achieving the ILOs found in the approved CSR.
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II. CONSTRUCTING THE COURSE OUTLINE
1. Rationale for a good Course Outline
There are many good reasons for constructing a CO in a methodical and systematic manner.
These include:
a. Autonomy: The uniqueness of the teaching and learning experience at UB will be
ultimately measured in terms of the institution’s control, management and delivery of
its own curriculum made up mostly of the courses taught in the program. The
curriculum defines why, what and how a body of material is taught, how it is assessed
and how it contributes to the institution’s measured judgment of what constitutes a
graduate in a given program. The curriculum speaks to the institution’s mission and
vision and its contribution to society.
b. Quality Standards: A well designed, logically coherent course work plan that
represents a reasonably accurate map of what the instructor and the students expect to
follow to achieve the learning outcomes of the course is an important first step in a
high quality course.
c. Quality Control: Faculty turnover or courses with multiple sections should not
adversely affect the quality of a given UB course in that the ILOs and general
principles of sound pedagogical practices and assessment strategies are consistent in
UB course outlines.
d. Quality Improvement: Course outlines facilitate the regular review of course syllabi,
PS documents and programs aimed at the updating and improvement of quality.
e. Connectivity: As a course work plan, the CO represents a block of teaching and
learning that collectively makes up a program that in turn helps achieve the faculty
mission/vision, and by extension the university’s mission/vision. The CO is also
intimately connected to the program’s graduate profile that speak to the knowledge,
skills/competencies, values and attitudes that we expect graduates to apply not only in
the workforce but also to the development of Belize.
f. Roles and Responsibilities: The CO assigns to the instructor the role of facilitator of
learning and places more responsibility on the individual student to assume greater
control over the depth and scope of his/her learning.
g. Output Oriented: Instructors should be clear in the measurable knowledge, skills
and competencies that students are expected to achieve in the course. See appendix
for more on writing ILOs.
h. Accountability: The CO defines minimum levels of expectations and outputs of both
the instructor and of students thereby promoting accountability.
i. Accreditation: Academic program evaluation focuses on teaching and learning.
More and more, academic agencies are putting more attention on the quality of our
graduates: that is, what are they capable of doing?
j. Integrity/Credibility: All the above holistically contribute to academic programs of
integrity and credibility in that we may in fact achieve what UB’s mission states we
aim to achieve.
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2. Preparation
A copy of the syllabus if available and a copy of the Program Specifications document are
indispensable for CO writing. Additionally, instructors should have a copy of the Profile of a
Model UB Student and UB’s Academic Standards document as references (see appendices 2
and 3). Copies of previous COs may also prove helpful but instructors must resist the
temptation to update a CO by simply changing the date of their previous CO. Especially
where he/she has previously taught the same course, the instructor should reflect on the
teaching methodologies and assessment strategies that worked well and those that did not.
This experience should help improve the CO for a subsequent delivery.
Furthermore, it is assumed that instructors are up to date in their field and sufficiently
knowledgeable about and committed to use the best pedagogical methodologies that are
likely to facilitate learning. This requires on-going course related investigation and
participation in orientations workshops to improve on teaching/learning skills and
competencies. (It should be noted though that course preparation is not regarded as
“research” at UB.)
3. Prewriting
Instructors reflect on each Intended Learning Outcomes (ILO) of the course that must be
explicitly linked to the Program Specification document ILOs. Furthermore, the teaching
methodologies and assessment strategies must be internally consistent with each ILO that
instructors aim to cover and to assess prior to the completion of the course. If the syllabus does
not have it, the instructor may also wish to add an ILO that covers the course from a holistic
perspective; this would allow for holistic forms of assessment of the course. The following are
necessary questions to ask.
a. What is the course’s link to the program, faculty and university mission/vision (see figure
1 below)?
b. What specifically does this course contribute towards the achievement of program goals
(see figure 2 below)?
c. Notice where the course is located within the program’s sequence of course requirements
(see relevant Program Specifications document). Are there any gaps or overlaps in
relation to other courses in the program?
d. What do you expect students to have learned before they can begin this course (prerequisite(s)?
e. What updated developments in the discipline should you incorporate in this CO since you
last taught it?
f. What are the measurable Intended Learning Outcomes (objectives) of the course in terms
of Knowledge, Skills (Thinking skills, Professional/technical skills, General/transferable
skills) and Values & Attitudes? (Note: these should be drawn from the syllabus.)
g. Given time and resource constraints how can this course maximize opportunities for
academic, applied, professional and personal development of students?
h. How can you make this course relate to market or national needs?
4
i. Given the number of credit and contact hours how do you plan to achieve each of the
Intended Learning Outcomes listed for this course?
j. How do you plan to balance theory and applications?
k. What teaching methodologies/strategies can you use to achieve each of the Intended
Learning Outcomes listed?
l. What assessment strategies can you use to reliably measure the achievement of each of
the Intended Learning Outcomes listed including holistic evaluation of the course?
m. What library, internet and other sources of information do you need as teacher resources
and as student resources for this course? Plan how you will make these resources
available to the students.
n. How can you use information technology to facilitate student access to you as a learning
facilitator and to each other outside class time and to enhance student access to a large
body of up to date and relevant information and ideas in this course?
5
4. Course Maps
Figure 1
UB Mission &
Vision
Model UB Student
Profile
Faculty Mission/Vision
Department
Mission/Vision
Program Specifications
Course Syllabus
 Intended Learning
Outcomes
Course Outline
6
Programs Specifications



Figure 2
Mission/Vision/Goals –
Graduate Profile
Intended Learning Outcomes
o Knowledge
o Skills & Values
Teaching Methodologies
 Assessment
Syllabus
1
Course
Outline
Syllabus
2
Course
Outline
Syllabus
3
Course
Outline
Syllabus
4
Course
Outline
7
Syllabus
n
Course
Outline
Program Specifications





Mission/Vision/Goals
ILO’s
Content
Teaching Methodologies
Assessment Strategies
Syllabus




Course Outline:


ILOs
Content
ILO’s
Content
Teaching Methodologies
Assessment Strategies
Course Outline:

Teaching
Methodologies
Figure 3
8
Course Outline:
Assessment

Learning
Outputs
5. THE UB COURSE OUTLINE TEMPLATE
Section I: Course, Program and Departmental Information
The University of Belize
Faculty
Department
1.1 Course Title and code:
1.2 Course Instructor (s):
1.3 Program:
1.4 Semester:
1.5 Class Meeting Times:
1.6 Class Venue:
1.7 Credits:
1.8 Prerequisites:
1.9 Co-requisites:
1.10 Office Location and Office Hours:
1.11 Field Trip(s):
Section II: Course Description
2.1 Course Description
Section III: Intended Learning Outcomes (as in syllabus) in measurable terms
3.1 Knowledge
a.
b.
c.
n.
3.2 Skills (Competencies)
3.2.1 Thinking (cognitive) skills
a.
b.
c.
n.
3.2.2 Professional/Technical skills
a.
b.
c.
n.
3.2.3 General/Transferable skills
a.
b.
c.
n.
3.3 Values/Attitudes
a.
b.
9
c.
n.
Section IV: Resources
4.1 Required text (s)
4.2 Recommended Sources and their location
a. Library
b. Internet
c. C.D.
d. Other
Section V: Teaching & Learning Methodologies
5.0 Describe teaching and learning methodologies in relation to ILOs.
Week/Dates
ILO (Code)
Teaching & Learninig Methodologies
5.1 Lecture
5.2 Discussion
5.3 Class Presentation
5.4 Group Work
5.5 Field Work
5.6 Lab Work
5.7 Guest Lecture
5.8 Video
5.9 Etc.
Section VI: Course Content
6.1 List of Themes/Topics/Units in detail.
6.1a
6.1b
6.1c
6.1n
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6.2 Course Content in a given time frame, ILOs and Readings Assignments
Week/Dates ILOs
200
(Code)
1/Dates
2/Dates
3/Dates
4/Dates
3.1a
3.1b
3.2.1a
3.3a
Theme/
Topic/Units
(Code)
6.1a
6.1b
6.1c
6.1n
Reading Assignments
Author, chapt., pp.
Author, “Article”, pp.
Author, Book, chapt. pp.
Section VII: Description of Course Requirements and Assessments
A. Course Requirements defined.
7.1 Presentations
7.2 Portfolio
7.3 Home Assignments
7.4 Labs
7.5 Field Work
7.6 Readings
7.7 Paper/Essay/Research Assigment
7.8 Quizzes
7.9 Tests
7.10 Final Examination
7.11 Etc.
B. Course Assessment linked to ILOs and relative weight in percentages
Week/Dates
ILO
Assigments/Tests/Papers, etc.
Weight (%)
Total
C. UB Grading Scheme
Section VIII: Course Policies and Regulations
8.1 Plagiarism: “The University of Belize (UB) believes in the principle of academic freedom
while upholding high standards of academic integrity from faculty and students. As such, UB
“strives to sustain a campus culture that fosters inquiry … and informed discourse (NonAcademic Policies, UB Catalog, 2009-2010). Students are responsible for reading the Academic
Honesty Policy and for abiding by them. The UB Catalog can be found at
http://www.ub.edu.bz/academics/ub_catalog.php
8.2 Assigment deadlines
8.3 Rules of Conduct
8.4 Attendance and Punctuality (for both instructor and students)
8.5 Cell phone
8.6 Consultations with instructor
8.7 Instructor’s feedback from assignments and tests
8.7 UB student support services
8.8 Etc.
Section IX: Summary
Course Content in a given time frame, ILOs, Teaching and Learning Methodologies, Assessment Strategies, Readings Assignments
and Deadlines
Week/Dates
200
ILOs
(Code)
Theme/
Topic/Units
(Code)
1/Dates
2/Dates
3/Dates
4/Dates
3.1a
3.1b
3.2.1a
3.3a
6.1a
6.1b
6.1c
6.1n
Teaching &
Learning
Methodologies
(Code)
Reading
Assignments
Assessment Strategies
Assessment
Dates/Deadlines
Note: If instructors are able to key in the information in Section V and Section VII in the summary, they need only to refer the reader
to Section IX.
6. COURSE OUTLINE WRITING, REVIEW AND APPROVAL
The instructor submits within the given deadline an electronic copy of his/her CO to the
supervisor (Coordinator, Chair or Dean). In all cases, the Dean reviews and formally approves
the CO prior to its distribution to the class. It is recommended that where possible members of a
program team review each other’s CO for feedback. In reviewing CO’s the following should be
noted.
 Each component of the CO is rooted in the basic theory and concepts of the discipline;
 There are clear linkages to the university/faculty/departmental mission/vision statements;
 There are clear linkages to the Program Specifications document;
 The Course (catalog) description is an accurate summary of the course syllabus;
 Intended Learning Outcomes contribute measurably to the program’s graduate profile;
 Each Intended Learning Outcome is covered in the topics scheduled;
 Teaching methodologies and strategies selected will enable students to achieve ILOs;
 Assessment methodologies match the Intended Learning Outcomes and topics covered and
show how students will demonstrate that the ILOs have been met.
Section 1:
1.1 Course Title: The course title and course code are exactly the same as appear in the
approved syllabus (CSR) or the Course (catalog) description available electronically. You do not
have the liberty of changing the course title or course code but you may recommend a change
through your department Chair. If your course does not have a course ID, seek advice from your
Dean or from the Registrar.
1.2. Course Instructor(s): Key in the name including title of the instructor, e.g., Mr. Cesar
Ross, Lecturer. Where there is a team teaching situation, name all the instructors. Identify the
“Instructor of Record” if applicable.
1.3. Program: State the certification along with the name of the program. For example,
Associate degree in Primary School Teacher Education or Bachelor degree in Accounting or
Bachelor Degree in Social Work or Certificate in English as a Second Language.
1.4 Semester: State academic year and either Semester I, II or III followed by the beginning and
ending month of the semester or term.
1.5 Class Meeting Times: State the days of the week, beginning and ending times of the
class as indicated in the official UB schedule. You are not at liberty to change this
schedule without the written permission of the Dean.
1.6 Class Venue: State the building and room number assigned for the course by the
Registrar. You are not at liberty to change rooms without the permission of the Dean or
the Registrar.
1.7 Credits: The number of credits assigned to the course is exactly as that stated in the CSR or
the Course (catalog) description. You do not have the liberty to change the number of credit
hours.
1.8 Prerequisites: State the course(s) that students must have taken before they should be
allowed to take this course. Refer to Program Course Sequence sheet in Program
Specifications document and to the Course (catalog) description.
1.9 Co-requisites: For co requisites, identify course(s) that must be taken concurrently because
without them students would probably not succeed in the course. Refer to Program Course
Sequence sheet in Program Specifications document and to the Course (catalog) description.
1.10 Office Location and Office Hours: Identify the building and the office number of the
instructor. Provide office hours. Outline how students may contact you during your office
hours and at other times by appointment. Provide telephone extension number and e-mail
address. Barring emergencies, you should comply with your office hours.
1.11 Field Trip(s): State whether the course requires field trip(s) that alerts the instructor,
students and administration that there are certain regulations that would apply.
Section II: Course Description
2.1 The Course (catalog) description provided here is exactly as the description in the
syllabus or with the description appearing in the current UB catalog. This is available
electronically. You are not at liberty to change the course (catalog) description but you may
recommend changes through your department Chair/Dean.
Section III: Intended Learning Outcomes (ILOs)
Use the approved course syllabus ILOs. If not avaible you will need to construct them. Use the
UB, faculty, department and program mission/vision statements, the program graduate profile
and the program’s aims (goals) as reference points. Equally important reference EACH ILO in
the courese outline to its corresponding ILO in the Program Specifications (PS) document.
Expect the PS- ILOs to be general. Your course- ILOs should be more specific.
The following are additional guidelines to write competency-based Intended Learning Outcomes.
 Use a lead-in statement such as, "Upon successful
completion of this course, students will be able to." Stress
what students will be able to do with the knowledge, skills
and values gained from the course.
 ILOs must be logically consistent with the Course catalog
description, course content, assignments and assessment.
 List the actions successful students will perform in verb
form: put the verb at the beginning of the objective, before
the infinitive phrase or direct object complement. (e.g.
Students will evaluate the impact of the Battle of St.
George’s Cay on Belizean nationalism.)
 Use verbs, which demonstrate measurable outcomes since
each ILO should be assessed. Some examples are: apply,
assess, construct, calculate, debate, differentiate, express,
rationalize, select, solve, etc. (See Appendix).
 Stress critical thinking assignments and activities,
particularly writing assignments and projects requiring the
synthesis and application of theory and skills taught.
 See Appendix for additional guidelines.
3.1
Knowledge: In general this category refers to information that students should acquire in
class lectures, readings or discussions specific to the field of study such as theories, concepts,
principles, schools of thought, facts, formulae, etc.
3.2
Skills/Competencies: This category of ILOs refers to those competencies that students
may acquire or improve upon as a result of planned curricular and extra-curricular activities such
as engagement with the course material, interaction with the instructor and other students,
research, assignments and the consideration of theory and applications to real life situations.
15
3.2.1 Thinking (cognitive) Skills: These are critical thinking skills outlined in Bloom’s
taxonomy (see appendix). ILOs here focus on skills of comprehension, application,
analysis, synthesis and evaluation in the context of the course.
3.2.2 Professional/Technical Skills: These are the specific skills and competencies peculiar to
the field of study and in line with the level/depth of the course. ILOs in Pharmacology
would be different from those in Animal Physiology, for example.
3.2.3 General or Transferable Skills: Usually these competencies are acquired in General
Education Core courses that include skills in communication, interpersonal relations,
numeracy, computer skills, research and so on. Several professional and support core
courses also have strong elements that relate to these ILOs.
3.3 Values/Attitudes: Given our graduate profiles, it is important that all courses include ILOs
that relate to values and attitudes specifically relating to the field of study. Personal, spiritual,
social, civic and other values relate to the quality made explicit in the graduate profile.
Section IV: Resources
4.1
Required text (s): Students cannot afford to purchase or rent a text that will not be used.
Only put in here text(s) that will be used in the course.
4.2
Recommended Sources and their location: List recommended sources that you know
are available with an indication on how students may access them. In requiring or expecting
students to photocopy any material, UB has to comply with Copyright law.
Section V: ILOs and Teaching & Learning Methodologies
5.0 Describe teaching and learning methodologies in relation to course ILOs.
Week/Dates
ILO (Code)
Teaching & Learninig Methodologies
5.1 Lecture
5.2 Discussion
5.3 Class Presentation
5.4 Group Work
5.5 Field Work
5.6 Lab Work
5.7 Guest Lecture
5.8 Video
5.9 Etc.
If the instructor is able to key in the information in Section V in the Summary table (Section IX),
he/she only need refer the reader to Section IX.
Section VI: Course Content
6.1 List of Themes/Topics/Units in detail.
6.2 Course Content in a given time frame, ILOs, Readings, Teaching Methodologies and
Assessment Strategies
16
Section VII: Description of Course Requirements and Assessments
A. Course Requirements defined. Provide details of these requirements as applicable.
7.1 Presentations
7.2 Portfolio
7.3 Home Assignments
7.4 Labs
7.5 Field Work
7.6 Readings
7.7 Paper/Essay/Research Assigment
7.8 Quizzes
7.9 Tests
7.10 Final Examination
7.11 Etc.
B. Course Assessment linked to ILOs. It is important that ILOs are assessed during the course
and holistically at the end of the course through a final examination or portfolio or some means
according to the discipline’s pedagogical practices.
NOTE: If the instructor is able to key in the information in Section VII A and B in the Summary
table (Section IX), he/she only need refer the reader to Section IX.
C. UB Grading Scheme. Key in current UB grading scheme policy found in the Student
Handbook.
Section VIII: Course Policies and Regulations
State or preferrably quote university, faculty, department, program and course policies and
regulations applicable to the course. Regulations such as attendance and academic dishonesty are
covered in the Student Handbook. Additional regulations such as punctuality, respect for one
another can be cited as regulations of the course. State that should the instructor not be present
for fifteen minutes after the scheduled beginning time of the class, they should consider the class
postponed. Be very careful not to contravene existing university policies or regulations or any
Belizean law.
8.1 Plagiarism: This has been keyed onto the template.
8.2 Assigment deadlines
8.3 Rules of Conduct
8.4 Attendance and Punctuality (for both instructor and students)
8.5 Cell phone
8.6 Consultations with instructor
8.7 Instructor’s feedback from assignments and tests
8.7 UB student support services
8.8 Etc.
.
Section IX: Summary Having completed the above, insert a table as a graphic organizer that
very clearly shows the necessary linkages between your course ILO(s) and your content, required
readings, course assignments, teaching methodologies and assessment strategies within a 16
17
week time frame. Instead of text, use the template’s numbering system as codes to key into the
table so that you will have enough space.
NOTE: If the instructor is able to key in the information of Section V and Section VII A and B in
the Summary table (Section IX), he/she only need refer the reader to Section IX.
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Appendix 1
Guidelines for Writing/Reviewing Intended Learning Outcomes (Objectives)1
Intended Learning Outcomes (ILOs) are measurable performance indicators or outputs that result
from planned course experiences. ILOs are specific and measurable targets for accomplishing
goals. ILOs are specific, more quantifiable and time-framed statements of achievement linked to
the specified goals of a course.
Criteria for ILOs:
 Specific. ILOs should reflect specific achievements/outputs that are desired (not ways to
accomplish them). They generate specific strategies or actions, are understandable and
give direction to others. There should be at least one ILO for each stated goal of the
course.
 Measurable. ILOs are measurable to determine when they have been achieved. This
provides for accountability in that the course outline includes methods for measuring the
achievement of ILOs.
 Aggressive but Attainable. ILOs represent high standards of achievement but have to be
achievable. Completion of an ILO should lead to goal attainment.
 Results-oriented. An ILO should specify a result (not an activity) that occurs from the
planned experiences/services, actions, undertaken.
The following table adapted from Bloom’s Taxonomy2 provides examples of skills or
competencies under the Knowledge and Thinking Skills categories of Intended Learning
Outcomes. As pointed out above, you should word your ILOs by pointing to actions that
successful students can perform as a result of the learning opportunities provided in the course.
State the actions in verb form: put the verb at the beginning of the objective, before the infinitive
phrase or direct object complement. For example, Students will be able to:
“evaluate the impact of the Battle of St. George’s Cay on Belizean nationalism.”
Use verbs that demonstrate measurable outcomes since each ILO should be assessed.
1
Adapted from State of Arizona, 1998 Strategic Planning and Performance Handbook.
Adapted from B. S. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goal,
Handbook 1, Cognitive Domain New York, Longmans Green, 1956.
2
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Competence
Knowledge
Skills Demonstrated
 Observation and recall of
information
 Knowledge of dates,
events, places,
 Knowledge of major
ideas, principles, theories
 Mastery of subject matter
Comprehension
 Understanding
information
 Grasp meaning
 Translate knowledge into
new context
 Interpret facts, compare,
contrast
 Order, group, infer cause
 Predict consequences
Application
 Use information
 Use methods, concepts,
theories in new situations
Analysis
Synthesis
Evaluation
 Seeing patterns
 Organization of parts
 Recognition of hidden
meanings
 Identification of components
 Use old ideas to create new
ones
 Generalize from given facts
 Relate/organize knowledge
from several areas
 Predict, draw conclusions
 Summarize information
 Categorize information
 Compare and discriminate
between ideas
 Assess value of facts, theories,
ideas, presentations
 Make choices based on
reasoned argument
 Verify value, weight of
evidence
 Recognize subjectivity
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Suggested Verbs
 Recall, list, outline, tell, describe,
identify, show, label, collect, examine,
tabulate, quote, name, etc.
 Summarize, describe, interpret,
compare, contrast, predict, associate,
distinguish, estimate, differentiate,
discuss, extend
 Apply, demonstrate, calculate,
complete, illustrate, show, solve,
examine, modify, relate, change, classify,
experiment, discover
 Analyze, separate, order, explain,
connect, classify, arrange, divide,
compare, select, infer
 Combine, summarize, generalize,
rearrange, substitute, outline, plan,
create, design, invent, compose,
formulate, prepare, rewrite
 Evaluate, assess, decide, rank, grade,
test, measure, recommend, convince,
select, judge, explain, discriminate,
support, conclude, compare
Appendix 2
PROFILE OF MODEL UB STUDENT
The model UB student should be
I.
Analytical
1. Have expertise in area of productivity, including exposure to current knowledge
and technology
2. Be able to apply knowledge to problem solving in society
3. Be a creative problem solver – trained in thinking logically
4. Able to conduct research
5. Be familiar with the benefits of research in professional life
6. Have a commitment to life-long learning, including commitment to continued
professional development
II.
Socially Conscious
1. Knowledgeable of local and international news and issues through all available
media and critically analyze and evaluate their content and delivery
2. Have some voluntary experiences off campus that contributes to personal and
societal improvement/development (such as sports, politics, NGO service
organizations, advocacy work, cultural expression, drama, etc.)
3. Be a team player – committed to the concept, “What I learn at UB, I will use to
help myself and others”
4. Be supportive of UB and its alumni association
5. Be knowledgeable of the geographical/historical/natural/cultural history of Belize
6. Aware of and sensitive to the challenges faced by the poor, the powerless and the
innocent in society.
III.
Skilled Communicator
1. Use standard English in reading, speaking and writing tasks
2. Use standard Spanish in reading, speaking and writing tasks
3. Use and comprehend written, audio and visual information
4. Express him/herself clearly and effectively orally and in writing in a manner
suitable for the intended audience
IV.
An Entrepreneur
1. Be an independent thinker who sees him/herself fitting into the larger society
2. Be able to create employment opportunities for self and others and to remain
competitive
3. Understand the fundamental concepts of macro and micro economics
4. Possess and apply effective leadership and managerial ski
V.
Appreciation of our Environment
1. Understand the relationship between humans and the environment through first
hand exposure
2. Make proactive decisions regarding the sustainable use of natural resources
3. Appreciate the importance/value and delicate balance of the ecosystem
21
VI.
VII.
4. Support measures/policies taken in defense of the ecosystem
Appreciative of Belize
1. Appreciate Belize’s many strengths and challenges
2. Be constructively critical of policy at the institutional, local, national and
international levels.
3. Contribute personal knowledge to the development of Belize and her culture
4. Revive and create ways to celebrate his/her appreciation of Belize
Self Confident
1. Demonstrate assertiveness
2. Demonstrate confidence
3. Respect diversity in all of its forms
4. Use criticism to evaluate and improve self
5. Understand and appreciate his/her own ethnicity
6. Accepts his/her body image
7. Continuously seeks better understanding of self and how one fits into the many
levels of society
VIII. Disciplined
1. Work within the rules/regulations of the university and of the country.
2. Makes an impact on university norms in an acceptable manner
3. Demonstrates behavior consistent with UB’s expectations as published in its rules
and regulations.
4. Be able to set life targets and apply the time, energy and commitment to achieve
them
5. Exhibit emotional control
IX.
Ethical
1. Understand, identify and defend his/her own value system
2. Being conscious of waste and being committed to survival through efficiency
3. Appreciate how one thinks, reasons and makes value judgments
4. Acknowledge the harm of abusing power, position or systems for personal gain
5. Develop appreciation of the value of personal service in the country’s
development
6. Display strong positive work ethic based on value for money, personal excellence
and competitiveness.
7. Understand and appreciate the relationship between science and spirituality.
24 July 2009
22
Appendix 3
UB ACADEMIC PROGRAM STANDARDS
AUGUST 20073
Factor 1: Curriculum and Assessment (CA)
Standards
Criteria
Minimum Evidence of
Compliance with Standard
CA1. The Program Specifications (PS)
document’s mission, vision and goals
are consistent with UB’s mission,
vision and goals.
CA2. The program as outlined in the
Program Specifications document is
relevant as a response to Belize’s
developmental needs.
1.1 Documentation that justifies the
academic program, in relation to the
university’s mission, vision and goals.
1.1.1 The PS document and UB’s
mission, vision and goals are
properly aligned.
2.1 Documentation indicating
program’s relevance to national and
regional development plans.
2.2 Documentation indicating
program’s relevance to labor market
surveys.
2.3 Graduate profile and the evaluation
of employers and other sectors of
society.
CA3.The PS document, especially its
ILOs are internally consistent with
course syllabi.
3.1 Internal coherence among the
elements of the PS document.
2.1.1 Evidence of use of national and
regional development plans to design
/review PS document.
2.2.1 Evidence of use of labor market
or internal surveys in the
design/review of PS document.
2.3.1 Minimum 60% of employers
and other relevant stakeholders
indicate satisfaction with graduate’s
competencies.
3.1.1 P.S. document contains
program goals, intended learning
outcomes (objectives), graduate
profile, admissions and graduation
requirements, content, methodologies
and strategies of evaluation approved
by the appropriate authority.
3.1.2 Program curriculum is
appropriate to the level of the award.
3.2.1 Evidence that content of
individual course syllabi facilitate the
achievement of the program’s
intended learning outcomes in terms
of:
-knowledge and understanding
-cognitive skills
-subject specific skills
-transferable skills
-progression to employment and/or
further study, and personal
development.
3.2. Correspondence between the
Program Specification document and
the program’s course syllabi.
CA4. The program’s curriculum shows
the range and content of subject
coverage at the level of certification of
the program under review.
4.1 PS should show the range and
content at each level in the program;
the content should be current,
appropriate and logically sequenced
3
4.1.1 Course sequence for the
program showing range and content
at each level is available to student
and other stakeholders.
Draft 1 of these standards were derived as outputs of the 24-26 October and 29 November 2006 Program Review
Training Workshop held at UB with representation from UB’s four faculties and participation from Muffles Junior
College, Sacred Heart Junior College and Belize Adventist Junior College. Draft 2 was based on written inputs
received from the UB full time faculty from 2 January to 8 February 2007. Draft 3 is based on inputs from a sample
of UB’s stakeholders: students, alumni, employers, professional associations and relevant ministries of government
and the Self Study Committee’s review. UB acknowledges with thanks the contributions of all of our stakeholders.
23
reflecting increasing difficulty of
content and challenge to students and
appropriate for the level of
certification.
4.2.PS alignment with stakeholders’
views and opinions
CA5. Curricular content, design and
updating are informed by recent
developments in techniques of teaching
and learning, current research,
scholarship or consultancy and by any
changes in relevant occupational or
professional requirements.
5.1 The curriculum incorporates
changes that are occurring in the
environment in a timely manner.
CA6. Program aims to produce
graduates who display qualities of
professionalism and good citizenship.
6.1 Graduates display behavior and
skills that illustrate critical
thinking, values and universal
ethical principles, and the
development of the capacity for
life long learning.
6.2 Graduates display behavior that
demonstrates knowledge and
critical attitude development and
pro-activeness in relation to
societal issues such as: human
rights, gender equality, diversity4,
sustainable development, risk
management, prevention and
mitigation of disasters.
6.3 Program requirements for student
participation in extracurricular
activities such as in conferences,
seminars, congresses, workshops
that contribute to their humanistic
and civic education.
6.4 Program requirements for student
participation in activities such as
concerts, art exhibitions, sport
competitions and other activities
aimed at their cultural development
and leisure.
CA7. The PS document integrates
4
7.1 The scientific and technological
4.1.2 Evidence of qualifications
framework defining the level of the
award.
4.1.3 At least 10% of the courses in
the program curriculum are classified
as Support Core courses.
4.1.4 Evidence of prerequisite
requirements, proper advising,
assessment tools indicated.
4.2.1 Data showing at least 60% of
stakeholders are satisfied with the
program curriculum.
5.1.1 Evidence of program review
and improvement every five years.
5.1.2 Evidence of Program
Specifications review and updating
every five years.
5.1.3 Evidence of syllabus review
and updating every five years.
5.1.4 Evidence of General Education
Core curriculum review and updating
every five years.
6.1.1
Evidence of Program
requirements for scientific,
technical and humanistic
knowledge of a universal
nature (G.E.C.).
6.2.1
Evidence from alumni that
they engage in societal
issues and challenges.
6.3.1
Students participate in at
least one seminar, forum,
colloquium or congress per
year.
6.4.1
Evidence to show that
within the university context
the academic program
organizes or contributes to
the organization of extracurricular activities in which
students participate.
7.1.1 Evidence demonstrating 75%
Attention to diversity includes ethnic, religious, racial, handicaps, among other differences.
24
scientific and technological knowledge
and the necessary competencies and
values for the intended profession.
knowledge outlined in the PS
document corresponds with the
necessary competencies for the
exercise of the profession.
7.2 Objectives, methodologies,
assessment and
theoretical/practical components of
the syllabi facilitate the
development of knowledge, skills,
values and attitudes necessary for
the profession anticipated in the
graduate’s profile.
7.3 The syllabi incorporate current and
diverse schools of thought.
7.4 Alumni job placements in related
disciplines.
7.5 Employers are generally satisfied
with the job performance of
graduates of the program.
CA8. The methodologies of teaching
and learning correspond with the nature
of the discipline and the program’s
stated Intended Learning Outcomes
(objectives).
7.6 There is a system in place to
procure updated texts for each
course.
8.1 The courses are formulated and
delivered according to institutional
guidelines specifying diverse course
modalities.
8.2 Teaching strategies and
methodologies aim at developing
professional competencies.
8.3 Availability, accessibility and use
of audio-visual resources and
information technology in the delivery
of the courses.
8.4 Planned student-instructor
interaction.
8.5 Where applicable, the program
provides a structured and formally
assessed program of on-the-job
internships to facilitate the application
of knowledge, skills and value
competencies as per the graduate
profile.
8.6 Availability of specialized faculty
to provide seminar/workshops on
various aspects of teaching and
25
alumni satisfaction with their
education in the academic program in
that it facilitated their finding a job in
their field.
7.2.1 Evidence that the syllabi and
their learning assessment instruments
include adequate knowledge, skills,
values and attitudes relevant to the
discipline.
7.2.2 Evidence demonstrating 75%
alumni satisfaction with the
relevance of knowledge, skills and
values competencies developed in the
program to their current employment.
7.3.1 Evidence demonstrating that
the syllabus integrates current and
diverse knowledge in relation to the
specialty.
7.4.1 Evidence demonstrating that at
least 75% of the alumni have job
placements in jobs that relate to the
job profiles per PS document.
7.5.1 Evidence demonstrating at least
60% of sampled employers indicate
satisfaction with the performance of
graduates from the academic
program.
7.6.1 Textbooks are used for no more
than three years before being
replaced with updated editions/texts.
8.1.1 At least 90% of the program’s
syllabi must comply with
institutional norms and format
requirements.
8.2.1 At least 75% of both students
and alumni indicate satisfaction with
the pedagogical methodologies used
in their professional development in
the program.
8.3.1 Evidence of availability and
use of audio-visual and technological
resources including power point.
8.4.1 Evidence that students use
formally calendared consultation
time with relevant faculty.
8.5.1 Copy of the program’s
Internship manual.
8.5.2 At least 75% of alumni indicate
usefulness of program’s internship to
the knowledge, skills and value
competencies applicable in their
current employment.
8.6.1 Evidence of faculty continuing
professional development to enhance
competencies in teaching/learning
CA9. The system of assessment and
evaluation of learning is consistent with
defined institutional policies and
contributes to improving the process of
teaching and learning.
learning modalities.
9.1 Institutional norms related to the
assessment and evaluation of learning.
9.2 Proposed assessment and
evaluations in course syllabi are
consistent with institutional or faculty
norms and address stated course
intended learning outcomes.
9.3 The learning assessment and
evaluation system addresses cognitive
areas, abilities, skills, competencies and
values according to the defined
graduate profile.
9.4 Strategies in the use of assessment
and evaluation results to improve
student learning.
CA10. The academic program
integrates teaching, research and
service to achieve the intended learning
outcomes (objectives) stated in the PS
document.
9.5 Mechanism(s) to promote security,
integrity and consistency of assessment
and evaluation procedures including
setting, marking, moderating, grading
and grade appeals.
10.1 Integration of research findings in
program courses.
10.2 Integration of the results of service
activities, including consultancy, into
program courses.
10.3 Student participation in research
and service projects related to the
discipline.
26
methodologies and assessment.
9.1.1 Institutional or Faculty
document that defines the system of
assessment and evaluation of
learning.
9.2.1 Program Specifications
document and course syllabi conform
with Course Syllabus of Record
guidelines in respect to course
assessment and evaluation.
9.3.1 Evidence of an institutional
document that defines monitoring
mechanisms to ensure that the
assessment and evaluation of the
course addresses the level of
achievement of proposed graduate
profiles.
9.3.2 At least 75% of both students
and alumni express satisfaction with
the integrated system of assessment
and evaluation.
9.4.1 Evidence that learning
assessment and evaluation results are
used to improve teaching and
learning strategies.
9.5.1 Written evidence of assessment
and evaluation protocols, regulations
and procedures and their even
application among students.
10.1.1 Specialized courses include
analysis of methodologies and
research findings.
10.1.2 Syllabi include bibliography
corresponding to research in the
discipline.
10.2.1 The courses incorporate
methodologies and results of service
projects undertaken by the faculty.
10.3.1 Evidence that students have
the opportunity to participate in
research and service projects
throughout the program.
10.3.2 Evidence of research
methodologies that include the use of
“natural laboratories” such as the
classroom, the forests, field and the
sea.
Factor 2. Students (S)
Standards
Criteria
S1. The university provides
mechanisms for the recruitment,
admission and retention of students.
1.1 An Admissions Office
coordinates recruitment with
support from faculties.
1.2 General and program specific
admission requirements
available.
1.3 A uniform system guiding
transcript review and transfer of
credits.
1.4 Mentoring and tutorial programs
to improve students’ progress
and retention of students.
S2. UB provides student support
programs, services, and activities,
consistent with its mission, that
promote student learning and enhance
the total growth and development of its
students.
S 3. UB has an institutional student
profile that is updated on a regular
basis.
2.1. Student services including
personal and career counseling to
enhance student growth and
development.
2.2 Published policies and
procedures governing access to and
use of student support programs,
services and activities.
2.3. Access to facilities and
equipment necessary for student
support programs, services and
activities.
2.4. Published policies and
procedures to accommodate students
with special needs.
3.1. Established guiding principles
describing UB’s graduate as:
a. Analytical
b. Socially Conscious
c. A Skilled Communicator
d. An Entrepreneur
e. Appreciative of our Environment
f. Appreciative of Belize
g. Self-confident
h. Disciplined
i. Ethical
3.2. Additional faculty and program
specific graduate profiles as
27
Minimum Evidence of Compliance with
Standard
1.1.1
Evidence of recruitment plan document
that includes program graduate profiles,
brochures, pamphlets, website,
application forms, & Program
Specifications (PS) for recruitment.
1.1.2
Evidence of availability of financial
assistance, scholarships and grants.
1.2.1
Catalogues, student handbook, & PS
document includes general and specific
program requirements
1.3.1 Documents guiding transfer of credits and
course equivalencies based on articulation
agreements with other institutions
1.4.1 Evidence relating to the tracking of student
progress.
1.4.2 Document describing mentoring and tutorial
programs to address student academic
needs
1.4.3 Statistical evidence on academic
achievement, promotion, dropouts and
repeats in the programs
2.1.1 Evidence of provision of non-academic
support service such as personal and
career counseling services.
2.2.1 Evidence of the policies and procedures
(e.g. Student Handbook) ensuring accessibility to
all students.
2.3.1 Evidence of availability of facilities,
equipment and opportunities for students to use
them.
2.4.1 Evidence of published policies and
regulations regarding the accommodation of
students with special needs based on minimum
building codes providing accessibility.
3.1.1
3.1.2
Copy of the model UB Student and
evidence of regular review.
Evidence that UB uses the institutional
student profile in its planning processes.
3.2 .1 Copy of program specific graduate profiles.
Program Specifications Document
S4. UB publishes a clear and
appropriate statement of student rights
and responsibilities and disseminates
the statement to the campus
community.
S5. UB protects the security,
confidentiality and integrity of its
student records.
S6. UB has policies and procedures
governing nonacademic support
services to enhance the quality of
university student life.
S7. UB graduate tracking mechanism to
validate occupational profile as per P.S.
document
S8. Formal students participation in the
university’s governance.
determined.
4.1. Institutional policies define the
rights and obligations of students
4.2 Institutional provisions and
procedures to address students
concerns related to:
*policies on student rights
*student evaluation
*or any other related violation of
student rights
5.1. Established policies, guidelines
and procedures governing student
academic and personal records
6.1 Provision of services (this shall
include but not limited to: healthcare,
safety, security, food, recreation) to
support university student life
7. Formal structure to track UB
graduates
8.1 Participation in various levels of
university governance.
8.2 Student government to
adequately represent student interests
and needs.
4.1.1 Published student handbook and other
documents and publications containing statement
of student rights and responsibilities
4.2.1 Evidence of provision, regulations and
procedures related to student advocacy
5.1.1 Documented plans governing security of
student academic and personal records
6.1.1 Evidence of Administrative structure
responsible for services.
6.1.2 Evidence of budget allocation for the
provision of services
6.1.3 Copy of contracts or work plans for the
provision of services
6.1.4 Evidence of equipment and supplies for the
provision of services
6.1.5 Evidence of at least 70% student satisfaction
with the quality of student support services
7.1 Evidence of statistics on UB graduate
Tracking.
8.1.1 Evidence in University charter mandating
student participation in Board.
8.1.2 Evidence of policies/regulations requiring
student representation in other levels of
administration.
8.2.1 Documentation to support level of student
government activities in university life.
8.2.2 Documentation showing at least 70%
satisfaction among students with the adequacy of
student government.
Factor 3. Faculty (F)
Standards
Criteria
Minimum Evidence of
Compliance with Standard
F1. The instructors who teach in the
program of studies have the requisite
academic degrees and work experience in
terms of teaching, research and service
required for the proper discharge of their
duties as teachers in the discipline.
1.1 Instructors have at least one earned
academic degree higher than the program
in which they teach .
1.2 Instructors with work experience in
the area of the discipline.
1.1.1 At least 75% of instructors who
teach in Asociates and Bachelor degree
have at least a Masters degree in the
discipline.
1.2.1 At least 75% of the instructors
who teach specialized courses have at
least five years of work experience in
the discipline.
1.3.1 At least 75% of the full time
1.3 Instructors with teaching experience
28
F2. The allocation of the number of
academic posts is adequate for the activities
called for by the Program Specifications
document in accordance with teaching,
research and service functions and
administrative duties.
and pedagogy in higher education.
instructors have five years or more of
teaching experience in higher
education.
1.3.2 At least 50% of full time
instructors have formal pedagogical
training.
1.4 Instructors with experience in the
formulation and execution of research and
service projects.
1.5 Academics of the institution have
membership in national and international
professional associations.
2.1 The program has an adequate number
of academic posts for the proper delivery
of the Program.
1.4.1 At least 30% of the instructors
who teach in the program have
experience in research and service.
1.5.1 At least 50% of full time faculty
have membership in national and/or
international professional associations.
2.1.1 Evidence that the institution
allocates the necessary budget to
address all the activities outlined in the
Program Specifications document.
2.2.1 At least 75% of the courses and
related academic activities of the
program are delivered by full time
instructors.
2.2 Evidence of an adequate number of
instructors to assure the continuity in the
delivery of all relevant academic
activities.
F3. The program provides opportunities for
the academic growth and development of
the instructors.
3.1 Institutional policies that provide for
support of professional growth and
development of instructors.
F4. The policy on the allocation of the
academic workload takes into account the
instructor’s dedication to research and
service to ensure the updating, integrity and
relevance of learning experiences of
students.
4.1 Workload allocation policies that take
account of the teaching, research and
service functions of instructors.
4.2 Workload allocation policies are
29
3.1.1 Documented evidence of:
A system of professional development
based on academic merit.
* Policies, strategies and incentives for
the academic growth of the instructor
outside of the program.
* A system of scholarships and support
for instructors’ participation in
continuing education and post graduate
studies.
* Incentives for instructors’
participation in activities such as
conferences, congresses, seminars,
workshops, and forums at the national
and international levels.
* Instructors’ access to information
networks and data bases at the national
and international levels.
* Opportunities for continuing training
in research skills, proposal writing,
management etc.
* Budget allocations to support
faculty’s professional growth and
development.
4.1.1 Evidence of a policy and
regulations document that guarantees
the distribution of the academic
workload based on the diverse
functions of the instructors including
class preparation, class size, student
consultation, program coordination,
continuing education and research and
service.
4.2.1 Evidence that UB’s workload
consistent with labor law
F5. The program contains adequate
recruitment, selection, tenure, promotion
procedures and mechanisms regulating
recruitment, retention and retirement of
academic staff for the development of the
program.
F6. Personnel policies and regulations,
including appointment procedures and
evaluation policies, should be available to
all employees.
F7. The institution ensures adequate
procedures for the protection of academic
freedom.
F8. The quality of teaching and learning is
maintained and enhanced through faculty
development, peer review of teaching,
integration of part-time and visiting staff,
effective team teaching, and induction and
mentoring of new staff.
4.3 Mechanism that allows instructors to
teach at all levels of the program in order
that students may be exposed to learning
experiences with highly qualified
instructors.
5.1 Institutional policies that integrate
clearly established regulations and
procedures for the recruitment, selection,
appointment, orientation, remuneration,
mobility, promotion and retirement of
academic personnel.
5.2 The institution has an evaluation
system for the performance of academic
staff that allows for their promotion
within the institution.
6.1 Institution publishes personnel
policies, regulations, and revisions,
compiles and provides to all employees
via electronic means. These are available
in hard copy, upon request.
7.1 Institution publishes personnel
policies, regulations and revisions;
compiles and provides to all employees
via electronic means. These are available
in hard copy, upon request.
8.1 The institution provides opportunities,
through policy and resource support for
continuous improvement in the quality of
teaching and learning.
distribution policy is consistent with
labor law.
4.3.1 Evidence of documents that
regulate the placement of instructors at
the different levels of the program.
5.1.1 Evidence of a policy and
regulations document on recruitment,
selection, tenure, promotion and
retirement.
5.2.1 Evidence of an evaluation system
that supports the process of selection,
tenure and promotion of academic staff
following defined quality criteria.
6.1.1 Evidence of a current and
regularly updated institutional
personnel policies and regulations
document such as the Faculty and Staff
Handbook
7.1.1 Evidence of an institutional
policy document that defines and
outlines the legal implications (rights,
and responsibilities) in executing
academic freedom.
8.1.1 Evidence of policy and programs
that support continuous faculty
development.
8.1.2 Evidence of policy that sets
guidelines for team teaching protocol
Factor 4. Physical Plant and Financial Resources (PFR)
Standards
Criteria
PFR1. Financial Stability
The institution demonstrates financial
stability and sustainability.
1.1 Legal framework for
securing adequate public funds
to secure financial stability and
sustainability.
1.2 Defined internal processes
that generate funds via tuition,
grants, loans, investments etc.
1.3 Adequate funds to deliver on
university’s mission.
1.4 The program is cost
30
Minimal Evidence of Compliance with
Standard
1.1.1 Evidence of legal provision for
securing funds
from the Government of Belize.
1.2.1 Historical and projected data (3
years) on
internally generated funds from all
sources to
supplement public funds.
1.3.1 Copy of Annual Financial Report
for the last three years indicating the
effective.
PFR 2. Financial Processes
The institution demonstrates transparent
and efficient financial practices.
2.1 System for transparent and
efficient allocation,
disbursement and management
of funds.
PFR 3. Financial Reporting / Auditing
The institution ensures that its finances are
audited annually according to its legal
requirements.
3.1 Policy and procedures for
the annual auditing of the
institution’s financial resources
by a registered external auditor.
3.2 Policy and procedures for
the work of an internal auditor
who reports directly to the
Board of Trustees.
PFR 4. Library Resources / Management
The institution’s library management and
its resources facilitate the updating of
knowledge and access to adequately deliver
the program.
4.1 Up to date library resources:
print, audio, video, on-line
adequate for the programs on
offer at the university.
4.2 Library connected to
national and regional library
networks.
4.3 Library has adequate human
resources to deliver on its
programs and services.
4.4 Library has adequate space
to accommodate its users.
4.5 Library’s operating hours are
adequate to accommodate its
users.
4.6 Automated card catalog
system
31
availability of adequate resources for both
recurrent and capital expenditures.
1.4.1 Analysis of cost vs. income
generated is used to
rationalized the
program financial viability.
2.1.1 Copy of Accounting and Procedures
Manual
containing written accounting policies and
detailed forensic audit in specified time
frames
2.1.2 Evidence of a system of budgeting
that includes stated objectives/activities
that are part of the institution’s strategic
development plan.
2.1.3 At least 70% satisfaction among
faculty and students on the adequate
management of resources allocated for the
program under review.
3.1.1 Copy of Audited Financial Report
for the last three years.
3.2.1 Copy of Internal Auditor’s Report to
the Board of Trustees for the last three
years.
4.1.1 Evidence in library inventory
showing adequate ratio of resources and
facilities for program under review.
4.1.2 At least 75% faculty and students
indicate satisfaction with library resources
for the program under review.
4.2.1 Evidence of UB library’s
participation in national and regional
library networks.
4.3.1Library staff roster indicating trained
personnel in library science to provide
services for program’s instructors and
students.
4.4.1 Evidence showing adequate space
available for instructors and students of
the program.
4.5.1 Information on opening hours
adequate for the needs of program
instructors and students.
4.6.1 On-line card catalog system that
facilitates access to library material from
any UB library center.
PFR 5. Laboratory Resources
The institution’s laboratories and their
support personnel allow for the delivery of
the different courses in accordance with the
modalities, theoretical, and practical
elements defined in the program.
5.1 The university has
adequately equipped and
supplied labs to deliver the
courses of the program.
5.2 The university’s lab staff are
adequately trained to assist lab
users
5.3 The university’s lab are of
the appropriate size to house the
necessary equipment and
properly ventilated.
PFR 6. Safety Resources
The institution takes reasonable steps to
provide a healthy, safe and secure
environment for all members of the campus
community and its resources.
PFR 7. Maintenance
The institution demonstrates an efficient
and effective maintenance program.
PFR 8. Infrastructure
The institution operates and maintains
adequate infrastructure to meet the needs of
the program and the program’s constituents
(faculty, staff, students, visitors)
5.4 The university has adequate
security to ensure the safety of
its equipment and users
6.1 Availability of institutional
safety policies and procedures
6.2 Institution has adequate
number and properly trained
security personnel.
6.3 The institution provides
facility for a basic health care
center.
6.4 Campus is adequately lit at
night.
7.1 The institution has an
adequate system for
maintenance, both preventative
and reactive
7.2 Maintenance supplies are
available when needed.
5.1.1 Copy of inventory of lab equipment
with indication of its adequacy for the
courses of the program.
5.2.1 Lab staff roster indicating level of
relevant training/expertise.
5.3.1 Copy of plan showing laboratory
space available and its capacity.
5.4.1 Copy of the Security Procedural
Manual for labs and evidence of security
equipment and their maintenance record.
6.1.1 Copy of Institutional Security
Policies and Procedures Manual.
6,1,2 Evidence of an adequate ID system
for all categories (students, staff, visitors,
etc.)
6.2.1 Security personnel roster with
information on training and experience.
6.3.1 Evidence of a properly equipped
functioning health care center.
6.4.1 Evidence that campus is adequately
lit at night.
7.1.1 Copy of maintenance manual of
policies and procedures.
7.2.1 Copy of procurement procedures and
inventory.
7.3 Adequate staff to meet the
maintenance needs of the
university community
8.1 Facilities designed and
accessed by all students
including those with special
needs.
8.2 The university has adequate
facilities to accommodate users
of services
7.3.1 Copy of staffing roster.
8.3The university has suitable
furniture in its classroom and
offices
8.3.1 Evidence to show that
Furniture in inventory is adequate
for the size of its student body
and its staff.
8.4.1Copy of inventory of technological
and other equipment suitable for the
program.
8.4 The program under review
has appropriate technological
teaching tools and other
equipment.
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8.1.1 Evidence of physical access
for all students
8.2.1 Evidence that university has
adequate facilities including classrooms in
relation to
the number of students enrolled.
Factor 5. Administration and Organization (AO)
Standards
Criteria
AO 1. The institution maintains a high
degree of autonomy to deliver on its
mission.
1.1. The University has a defined level of
financial autonomy.
1.2. The University has a defined level of
administrative autonomy.
1.3. The University has a defined level of
academic autonomy.
1.4. The University has a governing
Board that has proportional
membership from the university’s
stakeholders.
1.5. There is a system to review how the
university is governed.
AO 2. The institution has well defined
structures that promote academic
freedom.
2.1. Has a functional appointment,
promotion, and tenure system.
2.2. Has a system of shared governance.
AO 3. The institution has a clearly
defined and published mission
statement specific to the institution and
appropriate to an institution of higher
education, addressing teaching and
learning and, where applicable,
research and community service.
AO 4. The institution has a clearly
defined and published strategic plan
that establishes expectations for quality
education and training.
3.1. There is a mission statement that was
developed with the participation of
stakeholders.
3.2. The mission statement is familiar to all
at all levels of the institution.
3.3 The mission statement is reviewed on a
regular basis.
4.1 There is a strategic plan developed with
inputs from a cross-section of stakeholders.
4.2 The program under review is aligned
with the strategic plan of the institution.
4.3. Each member of faculty is aware of
his/her role in the accomplishment of the
strategic plan.
4.4 Formal requirement for the regular
review of the strategic development plan.
AO 5. The institution has a clearly
defined organizational structure that
provides direction for program
5.1. The institution has an organizational
structure that promotes effective
management.
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Minimum Evidence of Compliance with
Standard
1.1.1 Evidence from financial and audited
reports (last three years) showing a high
degree of financial autonomy.
1.2.1 Evidence to show that the university
can implement policy without pressure
from outside sources.
1.3.1 Evidence to show that the university
can develop and implement its academic
policies without pressure from outside
sources.
1.4.1 Evidence from the UB Act.
1.4.2 Documentary evidence of the roles
and functions of the Board.
1.5.1 Evidence of an institutional
management audit including the
effectiveness of the Board of Trustees and
the President at least every five years.
2.1.1 Evidence from faculty and
administrators that personnel policies and
regulations are functioning as expected.
2.2.1 Evidence from governance bodies
such as Deans’ Council, Faculty Senate,
that indicate that the university has a
system of shared governance.
3.1.1 Evidence of how the mission
statement was developed with the
participation of all stakeholders.
3.2.1 Evidence on the accessibility of the
approved mission statement among
students, faculty, staff and administration.
3.3.1 Evidence of reviewed mission
statement.
4.1.1 Evidence of how the strategic
development plan was developed and is
shared by the institution’s faculty, students,
staff and administration.
4.2.1 Show how the PS document is
aligned with the institutional strategic
development plan.
4.3.1 Evidence to show faculty members’
awareness of and specifically their
individual role in achieving the strategic
development plan.
4.4.1 Documentation related to regular
review of the strategic development plan at
least every five years.
5.1.1 Evidence on the effective allocation
of responsibility and authority within the
institution.
development, delivery, review, and
evaluation.
5.2. The organizational structure
facilitates the accomplishment of
goals.
AO 6. The institution defines,
publishes and implements policies
regarding program development,
delivery, review, and evaluation.
6.1. The institution has a clear mechanism
for the creation and implementation of
policies.
6.2. Policy formulation developed with
input from all stakeholders.
7.1. The institution systematically develops
a quality culture with buy-in from the
majority of the university community.
AO 7. The institution provides and
applies mechanisms that ensure quality
of programs.
7.2. The institution has clearly defined
quality standards articulated by all
stakeholders.
7.3 Employed qualified individuals to
develop and execute quality programs.
AO 8. The institution develops
information systems that facilitate
management and evaluation processes
and decision making for its
improvement.
AO 9. The program defines and applies
mechanisms for horizontal and vertical
coordination required in the delivery of
the program specifications document.
7.4. Evaluation of programs should be
done periodically by stakeholders.
8.1 The institution has a functioning
information management system.
8.2 The institution uses its institutional
databases as tools to inform effective
planning, resource allocation, management
and evaluation for continuous quality
improvement.
9.1. The academic division manages
vertical and horizontal communication
including continuous dialog and discussion
to achieve program goals.
9.2. Coordination with the units that offer
support services for the proper delivery of
the program.
9.3. Coordination with external
organizations that promotes student
learning – including internships in their
discipline.
(Course Outline Manual, Last Reviewed: 17 December 2009)
34
5.2.1 Evidence showing how the allocation
of responsibility and authority contributes
to effective leadership, policy direction,
program development, delivery, review
and evaluation.
6.1.1 Evidence showing clear and efficient
processes for policy formulation, policy
implementation, review and evaluation.
6.2.1 Evidence from the process showing
participation of stakeholders.
7.1.1 Evidence of a quality assurance
office managed by qualified personnel with
access to the formulation of quality
assurance mechanisms with participation
from a sample of stakeholders.
7.2.1 Evidence of internal quality standards
with adequate reference points to regional
and international standards.
7.3.1 Copy of criteria for the recruitment of
tenure and non-tenure track faculty
members showing quality standards.
7.4.1 Institutionalized program review
mechanisms and processes.
8.1.1. The institution maintains updated
databases including: Personnel Records,
Institutional Records, Student Records,
Financial Records, Policies and Procedure
Records, Graduate Tracking, Program
Specifications, Course Syllabi of Record.
8.2.1 Evidence to show how various
academic offices use information to inform
effective planning, resource allocation,
management and evaluation for continuous
quality improvement.
9.1.1 Evidence of mechanisms for
coordination by Provost, Deans, Chairs,
Coordinators and teaching faculty and staff
to achieve program goals.
9.2.1 Evidence to show coordination with
other units related to the design and
delivery of the courses: library, registrar,
accounts, student life, transportation,
student advocacy groups.
9.3.1 Evidence assessing the quality of
internships per Program Specifications
document.