Chapter 6a - Guidelines and Procedures for Annual Reporting on Courses with Service-Learning Elements
| 6.1 | Objectives | |
Courses with Service-Learning (S-L) elements are reviewed annually to ensure that the Service-Learning Programme Committee (SLPC) systematically analyses pertinent information and identifies areas where improvements are necessary or desirable in order to enhance the quality of the course offerings. On the basis of available evidence, the review will also assess whether the S-L programmes have been successfully operated and have worked towards achieving the overall desired aims and learning outcomes of the courses with Service-Learning Elements in the past year. | ||
| 6.2 | Roles | |
| 6.2.1 | Director of OSL | |
| (a) | The Director is responsible for managing the on-going S-L programme review and development of the courses with S-L elements. | |
(b) (c)
| He/She should ensure that the necessary data and information are assembled and that a draft Annual Report is prepared. He/She is also responsible for ensuring that comments or advice made by the SLPC and the Academic Quality Assurance Committee for Undergraduate Programmes (AQAC) are taken into consideration in revising the Report. | |
| 6.2.2 | Service-Learning Programme Committee (SLPC) | |
| The SLPC considers the draft Annual Programme Report, reviews critically the operation of the S-L programme and considers any proposed changes. | ||
| 6.2.3 | Academic Quality Assurance Committee for Undergraduate Programmes | |
| In considering the Report, the AQAC shall ascertain whether the objectives of the review as mentioned in 6.1 have been achieved and whether relevant issues are being properly addressed. | ||
| 6.2.4 | Senate | |
| The Report approved by the AQAC shall be submitted to the Senate for its noting. | ||
| 6.3 | Procedures and Timing | |
Information Technology Services Centre provides the term-end Course Teaching and Learning Evaluation (CTLE) to Director of OSL | around mid-January (for 1st Term) and around mid-June (for 2nd Term) | ||
Centre for Innovative Teaching and Learning (CITAL) provides First Year (FirstYSLES) and Final Year Student Learning Experience Survey (FinalYSLES) Reports to Director of OSL | by August | ||
CITAL provides Employer and Alumni Survey Reports to Director of OSL (biennially) | by August | ||
Registry issues a reminder to OSL on submission of the Annual Report (with a clear time frame) | in early September | ||
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Director of OSL drafts the Annual Report | by end of October | ||
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SLPC meets to consider the draft Report | by mid-November | ||
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Director of OSL submits the endorsed Report to AQAC | by early December | ||
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AQAC considers and approves the Report as appropriate | in February/March | ||
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Senate notes the approved Report | in March/April | ||
| [Note: | A copy of the Report should be sent to members of Advisory Board concerned for their information.] | ||
| 6.4 | Contents of the Annual Programme Report | ||
| 6.4.1 | The Report should consist of three distinct sections: a cover, the main text and appendices. | ||
| 6.4.2 | Cover | ||
| A cover sheet shown in Appendix A gives summary information of the OSL and SLPC. | |||
| 6.4.3 | Main Text | |
| (a) | Please refer to the template in Appendix B for the required and suggested content for the main text. | |
| (b) | Main points to bear in mind in writing the Report are that it shall | |
| • contain concise critical analysis and evidence-based commentary; • emphasize development and changes that occur during the reporting year and highlight the rationale/justification for such developments/changes; • in major areas, include a reflection on development and achievement during the previous year as well as ways for improvement; and • as a rough guide, the text of the Report should be about 9 to 10 pages in single-line spacing (for the main text only). | ||
| (c) | Sources of Information The Report should draw upon evidence and information from statistical data which can include student numbers; learning outcomes result, comments/suggestions from students’ pre- and post-questionnaire and focus groups, views of students (in particular final year students), graduates, faculty members, community partners or relevant professional bodies; comments by validation/review panel, etc., if any. | |
| 6.4.4 | Appendices | |
| (a) | SHOULD append data and information reflecting strengths and weaknesses of the S-L programme, including: | |
| • response to SLPC/Advisory Board members after discussion of their views/suggestions at relevant committee(s) (sent during the reporting year, if any, although the views/suggestions can be received for the year before); • reports on surveys to students, final year students/graduates, alumni, employers, course instructors, community partners undertaken during the year, if any, and the respective Teaching and Learning Data to Action forms (Appendix C), if applicable, for the survey reports; • study on time series data undertaken during the year, if any and as appropriate; • reports on 5-year programme review and response thereto, if any; • reports on study tours, internship programme, international exchange programme, if any. | ||
| (b) | SHOULD NOT append details on programme operations/management, such as: | |
| • reports/views from individual teachers; • minutes/reports of the meetings of the Service-Learning Programme Committee, Advisory Board; • report on Staff Retreat; • comments of External Academic Advisers on individual script marking, if any. | ||
Guidelines and Procedures for Annual Reporting on Courses with Service-Learning Elements (PDF)