Criterion 04: Course/Module Design and Development

Common Standards

Standard��4.1, 4.2��

Programme specific Standard

Standard 4.3
The courses are designed in compliance with SLQF credit��

Total credit requirements of the undergraduate programmes are complying with the UoM requirement, and can be mapped in to SLQF

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Handbook�� - Pg 37

Curriculum

Letter to UGC - claiming for SLQF Level 7

Follows policy and procedures on course design.

University QA Policy Framework

Standard 4.4
University approved standard formats/templates/ guidelines for course/module design and development are used and complied with during the design and development phases.

Uses senate approved course design templates in proposing new curriculum/ courses or revising existing curriculum and syllabi.��

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Curriculum and Syllabus templates for new programmes, new modules, revisions - ��Old format

Curriculum and Syllabus templates for new programmes, new modules, revisions - New format

Consideration of student feedback summaries, peer reviews, and the lecturers’ comments on the previous offering of subjects when revising modules or introducing new course modules

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Student Feedback summaries

Peer review forms

Lecturer’s/ Examiner’s Comments

Standard��4.5, 4.6��

Programme specific Standard

Standard 4.7
The courses have a clear course specification that provides a concise description of the ILOs, contents, teaching learning and assessment strategies and learning��

Course specifications: Course Outline is available on LMS, containing the course objectives, learning outcomes, the plan for continuous assessments, recommended textbooks, and the nature of the final examination (eg: open book/ closed book)		Excerpts from courses - Materials on course outline
Course material is made available to students in LMS.��		Course learning material
Student handbook provides an overall idea on the course modules offered		Handbook (Pg 25, 33)

Standard 4.8
Course design specifies the credit value, the workload ( notional learning hours) as per SLQF, broken down into different types of learning such as direct contact hours, self-learning time, assignments, assessments, laboratory studies, field studies, clinical work, industrial training etc.��

Faculty specifies the number of lecture and tutorial/laboratory hours, assignment weightage together with the curriculum, detailed syllabi, and semester timetables.

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Curriculum document

Detailed syllabus of a subject (current and new)

Semester timetables

The self-learning time for modules such as independent study and projects are indicated in the curriculum as a credit weight and in timetables

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Detailed syllabi of Independent study and Projects

Timetable (L3, L4)

course specifications of the programme of study;

Handbook 2018/2019

Standard��4.9

Programme specific Standard

Standard 4.10
Course design & development takes into account the needs of differently abled students by employing teaching & learning strategies which make the delivery of the course as inclusive as possible��

Course design and development has considered accommodating differently abled students.

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Photographs for accessibility for differently abled students

Access to online learning material via LMS

Special arrangements in lecture halls and laboratories with special chairs/ tables etc.

Standard 4.11
With respect to credit weight and volume of learning, courses are scheduled and offered in a manner that allows the students to complete them within the intended period of time.��

Students’ workload per year is balanced in two semesters		List of subjects offered in different semesters
Maintains approximately 35 credits per year	��	Proposed curriculum curriculum map
Consideration of Student feedback		Feedback forms (related questions highlighted)
Faculty academic advisors monitor the credit load taken by students		Module registration form
Reading weeks have been specified in the academic calendar		��ͷ�� Calendar

Standard 4.12
Course content has adequate breadth, depth, rigour and balance and the teaching programme can be successfully completed within the planned time.��

Faculty adheres a course design policy;		University/Faculty and Department curriculum meeting minutes
Courses are evaluated by taking feedback from students		Feedback summaries
evidence of use of SLQF		Semester credits allocation
The Faculty has a relatively low dropout rate		Report on dropped-out students
Semester duration, intended course duration (effective date)		��ͷ�� Calendar

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Standard��4.13��

Programme specific standard

Standard 4.14
The staff involved in instructional design and development have been trained for such purposes and undergo regular training.��

��ͷ�� staff attend training session regularly		Details of the trainings attended by staff
��ͷ�� staff conduct training sessions to disseminate knowledge		Photos of the training session/ certificates
Apply relevant pedagogy in module delivery	��	Course description and detailed syllabus with Learning outcomes In-class group activities/ presentations/ tutorials/ Instructor led lab classes / take home assignments
Conduct evaluation of the courses through Student feedback and peer reviews	��	feedback summaries/ individual feedback Peer observation forms

Standard 4.15
Appropriate and adequate resources for course design, approval, monitoring and review processes are made available by the Faculty/Institute.��

Appointment of committees and reviewers

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Curriculum revision committee appointment – Departmental meeting minutes, Faculty meeting minutes

Faculty board meeting minutes

External reviewers’ comments��

Official forums to discuss the course design

Faculty ��ͷ�� Committee meeting minutes

Standard 4.16
Course approval decisions are taken after full consideration of design principles, academic standards, and appropriateness of the learning opportunities available, monitoring and review arrangements and content of the course specification.��

Adhering to institutional course approval process

Minutes of meetings of Faculty Board, Faculty ��ͷ�� Committee, Senate, Curriculum and Evaluation committee, By-laws committee, Council, IQAU; University QA Policy Framework

Conforms with university course approval process, monitoring and reviewing

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Flow chart of curriculum development and approval process

University QA Policy Framework

Industry View Report

Standard 4.17
Relevant staff are made aware of the criteria against which the course proposals/ specifications are assessed in the course approval process.��

All academic staff are members of FAC where the matters related to curriculum and syllabi are discussed.

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Senate approved template for programmes/ proposals

Copies of emails containing the template for informing the staff

Minutes of meetings of FAC, FB, Senate

Sample detailed courses modules.

Faculty has nominated staff members for workshops organized by UGC QA on curriculum development according to SLQF

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Nominations for workshops

Workshop attendance/ Certificates

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Standard 4.18
The Faculty’s/Institute’s IQAC adopts internal monitoring strategies and effective processes to evaluate, review, and improve the course design and development, and course approval processes.��

IQAC collects, monitors and reviews information from academic staff and students for continuous improvement	��	Minutes of FQAC meetings Minutes of FAC meetings Minutes of staff-student liaison meeting Minutes of FB (with industry representatives)
The faculty constantly receives feedback from industry experts who are engaged with teaching, facilitating projects and training	��	Details of visiting lecturers from industry Industry experts’ feedback
Obtain industry feedback during career fair		Photographs of the career fair
Internal QA policies and plans and mechanisms communicated to all staff;	��	Copies of emails Minutes of FQAC meetings Minutes of Faculty ��ͷ�� Committee meeting

Standard��4.19��

Programme specific Standard

Programme Specific Standards: B.Sc. (Hons.) in IT

Specific Standards 4.1 - B.Sc. (Hons) in IT
Course design and development is by a course team with the involvement of internal and external subject experts, and each member is made aware of his/her respective roles and responsibilities.��

Formation of expert groups for subject areas		Minutes of FAC
Appointment of Departmental Curriculum Revision Committee		Meeting minutes
Appointment of Faculty Curriculum Revision Committee		Meeting minutes
Industry experts’ feedback is concerned in designing/revising courses		Minutes/Notes of formal and informal meetings and discussions with industry experts

Specific Standards 4.2 - B.Sc. (Hons) in IT
The courses are designed to meet the programme objectives and outcomes and reflect knowledge and current developments in the relevant field of study/ subject areas.��

Programme has programme specific aims, and learning outcomes at an abstract level

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Programme Description – Handbook, sample course outlines

Subject alignment matrix

In detailed syllabi of courses, abstract level programme aims and learning outcomes are further realized into course level, as course objectives and course ILOs respectively.

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Detailed syllabi

Course Specification

Course outline in LMS

Specific Standards 4.5 - B.Sc. (Hons) in IT
Each course is designed in a manner that contents, learning activities and assessment tasks are systematically aligned with the course outcomes which in turn are aligned with the programme outcomes (constructive alignment).��

Courses are designed in a manner to support developing graduates matched with the graduate profile

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Graduate profiles

Student Handbook

Senate approved documents (course design templates) are used to present various types of courses including normal taught courses, and special courses which promote self-learning.

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Course syllabus template for

normal course module
independent study
Projects

Exclusive courses for BSc(Hons) IT programme

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Curriculum

Syllabi for Sri Lankan studies

Specific Standards 4.6 - B.Sc. (Hons) in IT
Course design and development takes into account student-centred teaching strategies enabling the students to be actively engaged in their own learning.��

provide modules encouraging student’s independent thinking and skills	��	detailed syllabi of Independent study Project
Further enhancements were done in the proposed revision (approximately 24 credits) (Eg: Credits allocated for Level 1 and Level 2 projects have been increased extensively considering the level of student-centered learning expected)	��	Proposed curriculum and syllabi Comparison of the Detailed syllabi of Level 1 and Level 2 projects in the ongoing curriculum and the proposed curriculum Curriculum revision meeting minutes Detailed syllabus of L4 project
Lecturers adopt student centered learning in varying degrees to the course modules taught.		Course Material, Assessments Eg: B15 HCI lecture series (moodle)
Student centered assessments		Evidence for conduct of such assessments (Eg: Photograps)
At the end of each offering of the course, feedback from is collected , of which the summaries of feedback are used as�� measures for course evaluation.	��	Student feedback form Feedback summaries

Specific Standards 4.9 - B.Sc. (Hons) in IT
Course design and development integrates appropriate learning strategies for the development of self-directed learning, collaborative learning, creative and critical thinking, life-long learning, interpersonal communication and teamwork.��

Dedicated course modules to promote self-directed�� learning (Eg: Independent study		Faculty / Department curriculum meeting minutes (with evidence of including the indicated modules)
Collaborative learning - Group projects (L1, L2, L4)	��	Curriculum revision meeting minutes Detailed syllabi of L1, L2, L4 projects
Creative and Critical thinking - SCRATCH sessions, L1 project, Mathematics	��	Course materials Orientation Plan/ Timetable
Interpersonal communication - industry based project		Individual feedback form, and Feedback summaries
Teamwork: Projects, group assignments ��	��	Assignment details Project Group list
Detailed syllabi of such modules clearly showcase the course objectives and the intended learning activities to get engaged with.		Course syllabi
course evaluation reports over 3 years.	��	Feedback Summaries Peer review

Specific Standards 4.13 - B.Sc. (Hons) in IT
Course design, development and delivery incorporates appropriate media and technology.��

Physical and documentary evidence of use of ICT during design, development and delivery of courses;	��	LMS Captures
	��	Multimedia use (Photo)
Student feedback		Individual feedback forms and feedback summaries
Course evaluation		Feedback ��summaries
Course evaluation		Peer review forms
Course Delivery		Photographs, Course description on LMS

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Specific Standards 4.19 - B.Sc. (Hons) in IT
Courses/ modules are evaluated at the end of each course/module with regard to its content, appropriateness and effectiveness of teaching, achievement of learning outcomes and feedback used for further improvement of the course.��

Student feedback is available to evaluate the effectiveness of lecturing, tutorials, and lab sessions.		student feedback summaries
External moderators are used specially for the final year subjects.		Examiner/Moderator list
Comprehensive course evaluation instruments suitable for feedback from students, teaching staff;	��	Peer review forms Employability reports Moderators comments from exam papers Summary of Exam results
external and internal examiners; designers of the relevant course.	��	Students comments Internal and external feedback

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Programme Specific Standards: B.Sc. (Hons.) in ITM

Specific Standards 4.1 - B.Sc. (Hons) in ITM
Course design and development is by a course team with the involvement of internal and external subject experts, and each member is made aware of his/her respective roles and responsibilities.��

Conforms with the faculty agreed procedure in designing/revising courses		Faculty curriculum revision procedure
Departmental Curriculum Revision Committee		Departmental Curriculum Revision Committee Meeting minutes
Faculty Curriculum Revision Committee		Faculty Curriculum Revision Committee meeting minutes
Stakeholder feedback is concerned in designing/revising courses (eg: industry, current and passed out students etc.)		Minutes/Notes of formal and informal meetings and discussions with stakeholders

Specific Standards 4.2 - B.Sc. (Hons) in ITM
The courses are designed to meet the programme objectives and outcomes and reflect knowledge and current developments in the relevant field of study/ subject areas.��

Programme has programme specific aims, and learning outcomes at an abstract level;

Programme Description – Handbook, sample course outlines

In detailed syllabi of courses, abstract level programme aims and learning outcomes are further realized into course level, as course objectives and course ILOs�� respectively, to be more suitable for the intake from all 4 streams (skills and knowledge)

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Detailed syllabi of

Mathematics modules, Digital systems, Project code

Handbook

Course Specification

Course outline in LMS

Specific Standards 4.5 - B.Sc. (Hons) in ITM
Each course is designed in a manner that contents, learning activities and assessment tasks are systematically aligned with the course outcomes which in turn are aligned with the programme outcomes (constructive alignment).��

Courses are designed in a manner to support developing graduates matched with the graduate profile	��	Graduate profiles Student Handbook
Senate approved documents (course design templates)�� are used to present various types of courses including normal taught courses, and special courses which promote self-learning. ��		Course syllabus template for normal course module independent study Industry visits, Projects
Exclusive courses for BSc(Hons) ITM programme	��	Curriculum Syllabi (eg: for Industry visits)
Composition of supervisors (both from Department of IT and Department of IDS) for projects and independent study		Supervisor List

Specific Standards 4.6 - B.Sc. (Hons) in ITM
Course design and development takes into account student-centred teaching strategies enabling the students to be actively engaged in their own learning.��

The existing curriculum consists of modules (approximately 20 credits) promoting student centered teaching and learning	��	detailed syllabi of Independent study ��Project
Further enhancements were done in the proposed revision (approximately 24 credits) (Eg: Credits allocated for Level 1 and Level 2 projects have been increased extensively considering the level of student-centered learning expected)	��	Proposed curriculum and syllabi Comparison of the Detailed syllabi of Level 1 and Level 2 projects in the ongoing curriculum and the proposed curriculum Curriculum revision meeting minutes/ L1 , L2, L4 project syllabi
Lecturers adopt student centered learning in varying degrees to the course modules taught.		Course Material, Assessments Eg: B15 HCI lecture series (moodle)
Student centered assessments		Evidence for conduct of such assessments (Eg: Photograps)
At the end of each offering of the course, feedback from is collected , of which the summaries are feedback is used as a measure for course evaluation.	��	Student feedback form Feedback summaries

Specific Standards 4.9 - B.Sc. (Hons) in ITM
Course design and development integrates appropriate learning strategies for the development of self-directed learning, collaborative learning, creative and critical thinking, life-long learning, interpersonal communication and teamwork.��

Dedicated course modules to promote self-directed�� learning (Independent study, Industry visits)		Faculty / Department curriculum meeting minutes (with evidence of including the said modules)
Collaborative learning - Group projects (L1, L2, L4)	��	Curriculum revision meeting minutes/ L1 , L2, L4 project syllabi
Creative and Critical thinking - SCRATCH sessions, L1 project, Mathematics	��	Course materials Orientation Plan/ Time table
Interpersonal communication - industry based project	��	Individual feedback form Feedback summaries Feedback form
Teamwork: Projects, group assignments		Assignment details Project Group list
Detailed syllabi of such modules clearly showcase the course objectives and the intended learning activities to get engaged with.		Course syllabi
Student feedback		Feedback forms
course evaluation reports over 3 years.	��	Feedback Summaries Peer review

Specific Standards 4.13 - B.Sc. (Hons) in ITM
Course design, development and delivery incorporates appropriate media and technology.��

Physical and documentary evidence of use of ICT during design, development and delivery of courses;	��	LMS Captures Multimedia use (Photo)
Student feedback		Individual feedback forms and feedback summaries
Course evaluation	��	Feedback summaries Peer review forms
Course Delivery		Photography, Course description on LMS

Specific Standards 4.19 - B.Sc. (Hons) in ITM
Courses/ modules are evaluated at the end of each course/module with regard to its content, appropriateness and effectiveness of teaching, achievement of learning outcomes and feedback used for further improvement of the course.��

Student feedback is available to evaluate the effectiveness of lecturing, tutorials, and lab sessions.		student feedback summaries
External moderators are used specially for the final year subjects.		Examiner/Moderator list
Comprehensive course evaluation instruments suitable for feedback from students, teaching staff;	��	Peer review forms Employability reports Moderators comments from exam papers Summary of Exam results
external and internal examiners; designers of the relevant course.	��	Moderators' comments Internal and external feedback

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