AUN SELF-ASSESSMENT REPORT



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|AUN SELF-ASSESSMENT REPORT |

|PROGRAM LEVEL |

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|BACHELOR OF ELECTRICAL ENGINEERING |

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

THE INTERNATIONAL UNIVERSITY

SCHOOL OF ELECTRICAL ENGINEERING

|May 2011 |

Table of Contents

List of tables 3

List of figures 4

Part 1: Introduction 5

Part 2: AUN-QA Criteria Requirements 10

1. Goals and objectives; expected learning outcomes 11

2. Program content 15

3. Program specification 18

4. Program organization 20

5. Didactic concept and teaching/learning strategy 25

6. Student assessment 27

7. Staff quality 33

8. Quality of support staff 44

9. Student quality 45

10. Student advice and support 51

11. Facilities and infrastructure 54

12. Quality assurance of the teaching/learning process 58

13. Student evaluation 59

14. Curriculum design 60

15. Staff development activities 62

16. Feedback stakeholders 63

17. Output 64

18. Stakeholder satisfaction 66

Part 3: Strengths and Weaknesses Analysis 71

Part 4: Appendices 83

List of tables

Table 1. Expected learning outcomes grouped by knowledge, skills and attitudes 14

Table 2. Curriculum specifications 16

Table 3. The annually changes in EE curriculum 24

Table 4. Grading Scale 30

Table 5. List of lecturers of SEE 34

Table 6. Distribution of lecturers in divisions 35

Table 7. Distribution of lecturers in degree 35

Table 8. The ratio between EE students and teachers 36

Table 9. List of training courses and seminars 37

Table 10.Staff members’ roles. 40

Table 11. The description for positions in SEE 40

Table 12. Intake of first year students 45

Table 13. Total Number of Full Time Students (last 6 academic years) 45

Table 14. Pass mark and base mark for entry of SEE 48

Table 15. List of seminars 62

Table 16. Profile of graduate students 64

Table 17. Average Subject Pass Rate 64

Table 18. Graduate-rate and drop-out rate in the last 05 years 65

Table 19. Teaching method and lecturers evaluated by the students 66

Table 20. Extracurricular activity evaluation 68

Table 21. Soft-skills of student’s evaluation 69

List of figures

Figure 1.The relation between knowledge sections 17

Figure 2. The network of subject courses of Electrical Engineering program 23

Figure 3. Categories in the cognitive domain of Bloom’s Taxonomy 28

Figure 4. The organization diagram of SEE 39

Figure 5. The relationship between SEE and other schools/offices at IU-VNU 44

Figure 6. The number of applicants and students passing the entrance exam vs. years 49

Figure 7. Course materials’ satisfaction 67

Figure 8. “Waiting time” versus percentage number of student get the first job after graduation 69

Part 1: Introduction

Executive summary

Introduction to the International University, Vietnam National University, Ho Chi Minh City

hcmiu.edu.vn

Educational renovation is nowadays a global trend. Vietnamese education, especially higher education must put a step forward in the process of renovation and integration. Hanoi and Ho Chi Minh City are the places to have key roles in being proactive in regional and global integration. We do this by providing high quality human resources in the nationally oriented cause of industrialization and modernization.

Therefore, in planning universities and college operational activities for the years 2001 – 2010 along with the Decision No. 472001 QD-TT issued on April 4, 2001, [Exh. 1.01.Decision No. 472001- University establishment] , the Prime Minister demands the universities and colleges in Hanoi and Ho Chi Minh City to be the pioneers in the regional and international integration of higher education; to enhance the national and international investment sources; to cooperate with the world prestige universities in enhancing quality of education.

Vietnamese learners, especially in Ho Chi Minh City, have an increasing need of international quality education for world standard degrees via instructional languages of English and others. There is currently a big wave of people going abroad for their higher education, as well as of many overseas accredited universities with 2 plus 2 programs. Some overseas universities actually have or are preparing building grounds in Vietnam. Thus, in the medium-term strategy of development in the years 2001 – 2005, Vietnam National University – Ho Chi Minh City clearly states “International University is founded to be cooperate with the overseas prestige universities in providing domestic education of studying-abroad quality to learners; thus, to set sample of educating and training in Vietnam National University.”

After two years of project planning, the International University, which is a member of Vietnam National University, has obtained the decision for establishment signed by the Prime Minister on May 12, 2003 [Exh. 1.01. Decision No. 472001 - University establishment].

International University – VNU is the first international university of Vietnam, and is a public university with its legal status, its own authorized seal and account. It is fully empowered to award all degrees from undergraduate to post graduate levels. Its internationality is reflected in international academic environment of IU – VNU as a whole, including all degree programs, teaching staff, languages of instruction, academic and research infrastructure. Its publicity is reflected in the long-term support from the government and other funding agencies and organizations at all levels – from local national to regional and international.

IU – VNU locates in Thu Duc District, Ho Chi Minh City at the center of the Southern Key Economic Zone and Southern Industrial Zone of Vietnam which are considered to be the engine of growth for Vietnam and as important to the whole country. In the line with the vision to become a high quality, research-oriented universityand to realize the responsibility of the university for society [Exh.1.02.IU Website], the IU – VNU has been conducting excellent research which aims to serve the needs of the Southern Key Economic Zone and Southern Industrial Zone of Vietnam as well as the economic growth of Vietnam.

Schools and Departments

• School of Biotechnology

• School of Business

• School of Computer Science and Engineering

• School of Electrical Engineering

• Department of Biomedical Engineering

• Department of Industrial System Engineering

• Department of English

• Department of Mathematics

• Department of Physics

Introduction to School of Electrical Engineering

As a part of IU-VNU, the School of Electrical Engineering offers all courses in undergraduate and graduate programs as well as for all related training courses and research disciplines fully in English.

The mission of School of Electrical Engineering (SEE) is to prepare its graduate for adapting a rapidly changing technological field. These objectives were developed according to the regional, national and industrial demands and needs and also the part of mission to be achieved by the IU-VNU and SEE.

The SEE offers 02 types of programs:

(1) IU program: the program which is fully educated at IU-VNU. Students are awarded the IU-VNU degree once completed the program;

(2) Twinning program: the program where students study the first two years at IU-VNU and the other two years at the partner universities; once complete, students are awarded degree from partner universities. Currently, SEE has twinning programs with following universities:

▪ University of Nottingham, England (since 2005) [Exh.1.04]

▪ University of the West of England, England (sine 2005) [Exh.1.05]

▪ University of New South Wales, Australia (since 2007) [Exh.1.06]

▪ Rutgers, the state university of New Jersey, USA (since 2008) [Exh.1.07]

▪ State University of New York at Binghamton (since 2009) [Exh.1.08]

▪ Asian Institute of Technology, Thailand (since 2009) [Exh.1.09]

▪ University of Auckland, New Zealand (since 2010) [Exh.1.10]

▪ University of Catholic of America (since 2010) [Exh.1.11]

▪ University of Illinois at Urbana – Champaign (since 2011) [Exh.1.12]

Qualifications

There are 2 kinds of awards which students can get when they completed their studies at the International University, Vietnam National University, HCMC.

• IU-VNU Degrees are awarded by Vietnam National University – International University for students who complete learning programs in Vietnam. The degree title is Bachelor of Engineering in Electrical Engineering.

• Oversea degrees areawarded by partner universities for students who have completed the one or the first two years at IU and the rest of their program at the partner universities.

Organization of the self-assessment

Self assessment report (SAR) of the Bachelor Program of the school of Electrical Engineering, IU-VNU, is one of the first endeavors and efforts to bring the its program to become the certified program in ASIA under the network of Asian Universities (AUN).

Special attentions and efforts have been made for the AUN self-assessment at the university level, especially when the bachelor program of the school of Electrical Engineering of the International University, Vietnam National University has been certified by AUN. Since then, the school of Electrical Engineering, International University with strong advices and supports received from the center for Educational Testing and Quality Assessment of VNU-HCMC as well as from the center for Educational Quality Assurance of IU-HCMC, has been striving for having its bachelor program certified by AUN in the time to come.

In order to meet the mentioned aim above, tasks have been promptly divided into different subgroups (from a main group of the so-called AUN working group) acting on AUN self assessment at the School level, since the year 2010 for researching & studying about AUN criteria, collecting facts, and writing the report for self-assessment activities. [Exh.1.13. Decision – AUN SAR Committee]

The AUN working group has been collecting facts and evidences since early 2011, making everything ready for writing the first draft of SAR and having its draft completed for possible external reviewers. As planed and followed the required working agenda of Center for Education Testing & Quality Assessment (CET&QA) of VNU, revised versions of AUN self assessment report of the SEE will have been made after receiving feedbacks from the external reviewers as well as the suggestions and recommendations from the CET&QA of VNU- HCMC and from the center for Educational Quality Assurance of IU-HCMC.

Part 2: AUN-QA Criteria Requirements

1 Goals and objectives; expected learning outcomes

1. Vision and Mission of IU-VNU

Vision: within five years, the IU-VNU to become a high quality, research-oriented university with:

▪ Courses taught according to international standards;

▪ Dedicated and highly competent faculty;

▪ Modern facilities for instruction and research;

▪ Professional administration and staff;

▪ High quality students;

▪ Graduates who are well trained in using modern technologies and current, best practices in industry, and also able to work in international settings;

▪ A reputation as a pioneer in higher education management.[Exh.1.02. IU Website]

The vision of the university has been translated into a mission statement as following:

▪ To provide international quality undergraduate and post graduate education and training in Engineering and Economics that can meet the development demands of Vietnam;

▪ To conduct research and apply it to the industry and the society;

▪ To play a key role in the development of the community.

In the short term, the International University strives to become a moderately sized, research oriented university, with an international work and study environment, where a strong faculty and staff provide quality training in key subjects to a highly motivated student body of Vietnamese and international learners and whose reputation as a top-level institute of higher learning attracts top-notch learners, researchers and lecturers.

The International University will soon create a development strategy for the next 5 years and 10 years which will introduce and implement new policies on salary, clarify systems of process, provide work and functional descriptions for the whole university, and establish international standards for the recruitment of staff and faculty.

The International University will also review and improve the training program with the goal of providing our students with an international standard education, approaching the quality of world’s top universities. The intermediate goal will be to match the academic standards of top tier American universities, so as to permit transfers of credits and allow for future collaboration to be based on the principles of equal cooperation and mutual benefit.

The International University will establish policies to ensure that 100% of staff and faculty will be afforded the opportunity to receive domestic and overseas professional training, with the goal of insuring that the training provided, research conducted and administrative support given are of the highest possible quality. [Exh.1.02. IU Website]

2. Mission and Objectives of School of Electrical Engineering (SEE)

Consistent with the stated mission of IU-VNU, the mission of School of Electrical Engineering (SEE) is to prepare its graduate for adapting a rapidly changing technological field. These objectives were developed according to the regional, national and industrial demands and needs and also the part of mission to be achieved by the IU-VNU and SEE.

The objectives of SEE are:

▪ To educate students with complete basic knowledge and skills in electronic and communication areas and for the needs of industries as well as academia.

▪ To encourage and nurture students’ interest in doing research and link students with industries in order to meet the challenges of this area. [Exh.1.14.Student handbook]

3. Expected learning outcomes

Electrical Engineer graduates are designed to be able to work as designer, planners and makers in Electrical Engineering. The expected students learning outcomes of Electrical Engineering program which reflect the demands and needs of all stakeholders cover generic skills and knowledge, specific skills and knowledge as well as attitudes toward profession and society. [Exh.1.15. EE Academic Curriculum]

Graduates from SEE should have attained:

a. An ability to apply knowledge of mathematics, science and engineering;

b. An ability to design and conduct experiments, as well as to analyze and interpret data;

c. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability;

d. An ability to function on multi-disciplinary teams;

e. An ability to identify, formulate and solve electrical problems;

f. An understanding of professional and ethical responsibility;

g. An ability to communicate effectively;

h. The broad education necessary to understand the impact of electrical engineering solutions in a global, economic, environmental and societal context;

i. A recognition of the need for, and an ability to engage in life-long learning;

j. A knowledge of contemporary issues;

k. An ability to use the techniques, skills, and modern engineering tools necessary for electrical engineering practice;

l. A knowledge of probability and statistics, including applications appropriate to the electrical engineering program and objectives; and knowledge of mathematics through differential and integral calculus, basic sciences, computer sciences and engineering necessary to analyze and design complex electrical and electronic devices; software and systems containing hardware and software components, as appropriate to program objectives.

m. Knowledge of advanced mathematics, typically including differential equations, linear algebra and complex variables.

Table 1. Expected learning outcomes grouped by knowledge, skills and attitudes

|Knowledge and Skills |Expected learning outcomes |

|Generic Knowledge |Mathematics, science |a, h, j, l, m |

|Generic Skills |Communication, numeracy, the use of information |d, e,g |

| |technology, critical thinking, team work, | |

| |self-regulating, problem solving, self-learning | |

|Specific Knowledge |Understandings and knowledge of electrical engineering |a, e, |

|Specific Skills |Laboratory, the use of tools in electrical engineering,|b, c, k |

| |engineering system design | |

|Attitudes |social ethical and responsibility, professional and |f, h |

| |ethical responsibility | |

3 Program content

Currently, SEE is managing Bachelor of Engineering in Electrical Engineering program of IU-VNU. The program has been approved by the university academic and scientific panel [Exh.1.03. IU Academic Panel].The minimum credit requirement for the whole program is 144, which is generally distributed into 08 semesters. The average credit number is about 18 per semester (maximum 21 and minimum 13 credits). One semester lasts for 18 weeks, which includes 15 weeks for lectures, 01 week for mid-term exams and 02 weeks for final exams. The academic year starts at the beginning of September including 03 semesters: semester 1 (fall), semester 2 (spring) and semester 3 (summer). Semester 1 starts in September, and semester 2 starts in February. Summer semester start in June and is optional for students. The program organization is announce annually to students in Student handbook and published academic calendar. [Exh.1.14.Student handbook; Exh.2.01. Academic Calendar]

This program structure is chosen in order to lead students to gradually gain electrical engineering competencies. The general education such as mathematics, physics, chemistry and political education are given by lecturers from different departments and schools in the university and at the lower division of the curriculum. There are pre-requisite and co-requisite requirements for specific courses, which guarantee students to study at the right level and have enough knowledge to stay in that course. These requirements are set by the school academic panel[Exh.2.02.EE Academic Panel].

After completing the first two years of the program, students are allowed to choose their major. SEE offers two majors: Electronics major and Communications major [Exh.1.14. Student Handbook; Exh.1.15.EE Academic Curriculum & Exh.2.03.Conditions to choose majors]

The subjects are grouped in Table 2.

Table 2. Curriculum specifications

|Semester |Group of courses |Expected learning outcomes |Total number |Percentage (%) |

| | | |of credits | |

| | |Key skills, cognitive |Research | | |

| | |skills & Professionalism|Oriented | | |

|1st-3rd |General knowledge | | |62 |43% |

| |Social science and general education |09 | |09 |06 % |

| |Required (06 credits) | | | | |

| |Electives (03 credits) | | | | |

| |English proficiency |08 | |08 |06 % |

| |Basic mathematics and science |35 | |35 |24 % |

|2nd – 6th |Core major requirement |33 | |33 |23 % |

| | - Signal processing | | | | |

| | - Communications | | | | |

|7th -8th |Professional practice and research |3 |12 |15 |10 % |

| | - Internship |3 | | | |

| | - Senior project | |2 | | |

| | - Thesis | |10 | | |

Students are educated with general knowledge of natural sciences as well as humanity and social sciences. The basic and advance knowledge in mathematics, physics and chemistry, which are required for engineering students, are included in the curriculum. On the other hand, students are educated with proficiency English, basic economic, political, ethical and critical thinking. The physical education is also a part of the general education. These knowledge forms a good background for students to choose future career and start their major study.

4 Program specification

The curriculum aims to promote active learning, learning to learn and life-long learning. The courses are developed based on the student-centered point of view. The learning environment which helps students to construct basic and electrical engineering knowledge is provided through lecture hours, laboratory and professional practice. Students are educated generic and specific skills (problem solving skill, critical thinking, reflective thinking, the ability to work in team, communication skills, leadership skills, ethical and professional responsibility…) through learning activities in classroom (class discussion, group discussion), in group (assignment, students’ project), in professional practice (field trip, internship) and in interaction with supervisor when doing personal research process.

In addition students are provided with opportunities to learn and apply knowledge into practice, to work in a team with multi function, to learn from industry and understand the industry’s needs. As a result, students can form their interest research topic and carry out the research thesis for graduation enthusiastically and successfully.

The electrical engineering knowledge is divided into three categories in the program. They are:

1) Core major requirements, which are the required basic knowledge of electrical engineering program. These requirements include the career orientation for student and introduction to electrical engineering. Students are also trained with basic skills for major such as programming, conducting experiments and forming and solving basic electrical problems.

2) Specialization major requirement. Once completed the core major requirement, students will choose their specialization in electrical engineering. Currently, the program offers three major specializations, which are electronics, signal processing and communications. Each specialization has both requirement and elective courses. [Exh.1.14. Student Handbook]

3) Internship and thesis. In the summer before senior year, students are required to take a summer internship. This is an opportunity for students to learn in professional practice and their first approach to industrial labor market. Students have two options (1) working in industry, preferred by those who want to find a job after graduate and (2) doing project/research at SEE, preferred by those who want to continue graduate program. Students are introduced the company which fits their interest or they can find the internship place by themselves. Students have to work at their chosen company for at least 08 weeks and are supervised by the company. Once complete the internship, students have to write a report with supervisor’s evaluation. The report not only shows the academic work but also reflect student’s reception about the working environment/ working attitudes that they have learnt during the internship. Then, the report is submitted to SEE and students have to present their internship’s work/experience to review committee in order to complete the internship process. The final assessment is based on the supervisor evaluation and committee grade. [Exh.3.01. Student Internship; Exh.3.02.Internship Evaluation; Exh.3.03.Internship Report]. After completed the internship, most students have ideas for their final thesis and intention for future career. The final thesis is required for graduation. It is divided into two sections: the senior project and thesis. In the senior project, students will form a research idea and review all related knowledge. They have to write a report and assessed by senior project committee in order to complete the senior project. [Exh.3.04. Senior Project Evaluation; Exh.3.05. Senior Project Report] Then, the idea will come up with solution by proved theory, software simulation or hardware implementation during the thesis. This procedure helps students experiment with new ideas and practice, apply the knowledge and skills they have learned to solve a completed practical problem, from theory to experiment and product. Meanwhile, they also experience with critical inquiry, problem solving, research and reflection. As a result, students acquire necessary knowledge and skill which prepare them for life-long learning and professional development. [Exh.3.06. Thesis Students; Exh.3.07. Thesis Committee; Exh.3.08. Thesis Schedule; Exh.3.09. Thesis Evaluation; Exh.3.10. Thesis Report; Exh.3.11. Thesis Procedure; Exh.3.12. Senior and Thesis Plan]

5 Program organization

Distribution of the curriculum

|Freshman Year |

|Semester 1 |Semester 2 |

|MA001IU |Calculus 1 |4 |MA003IU |Calculus 2 |4 |

|PH013IU |Physic 1 (Mechanics) |2 |PH015IU |Physic 3 (Electricity & Magnetism) |3 |

|PH014IU |Physic 2 (Thermodynamics) |2 |PH016IU |Physic 3 Laboratory |1 |

|CH011IU |Chemistry for Engineers |3 |PE008IU |Critical Thinking |3 |

|CH012IU |Chemistry Laboratory |1 |EE050IU |Intro to Computer for Engineers |3 |

|EN007IU |Writing AE1 |4 |EN011IU |Writing AE2 |4 |

|EN008IU |Listening AE1 | |EN012IU |Listening AE2 | |

|EE049IU |Introduction to |3 | | | |

| |Electrical Engineering | | | | |

|PT001IU |Physical |3 |PT002IU|

| |Training | | |

| |1 | | |

|Summer Semester |

|PE011IU |Principles of Marxism |5 | | |

|Sophomore Year |

|Semester 1 |Semester 2 |

|MA023IU |Calculus 3 |4 |MA024IU |Differential Equations |4 |

|MA027IU |Applied Linear Algebra |2 |MA026IU |Probability& Random Process |3 |

|PH012IU |Physic 4 |2 |EE010IU |Electromagnetic Theory |3 |

| |(Optics &Atomic Physics) | | | | |

|EE051IU |Principles of EE 1 |3 |EE055IU |Principles of EE 2 |3 |

|EE052IU |Principles of EE 1 Lab |1 |EE056IU |Principles of EE 2 Laboratory |1 |

|EE053IU |Digital Logic Design |3 |EE057IU |Programming for Engineers (C) |3 |

|EE054IU |Digital Logic Design Laboratory |1 |EE058IU |Programming for Engineers Lab |1 |

|PE012IU |Ho Chi Minh’s Thought |2 |PE013IU |Revolutionary Lines of Vietnamese Communist |3 |

| | | | |Party | |

| |General Elective |3 | | | |

|Total Credits |21 |Total Credits |21 |

|Summer Semester |

|Military Training | | | |

|Junior Year |

|Semester 1 |Semester 2 |

|EE059IU |Computer Architecture & Assembly |3 |EE083IU |Microprocessor Systems |3 |

| |Language | | | | |

|EE060IU |Computer Architecture & Assembly |1 |EE084IU |Microprocessor Systems Lab |1 |

| |Language Lab | | | | |

|EE088IU |Signals & Systems |3 |EE092IU |DSP |3 |

|EE089IU |Signals & Systems Lab |1 |EE093IU |DSP Laboratory |1 |

|EE090IU |Electronics Devices |3 |EE094IU |Digital Electronics |3 |

|EE091IU |Electronics Devices Lab |1 |EE095IU |Digital Electronics Lab |1 |

|EE—IU |Electrical Elective |3 |EE—IU |Electrical Elective |3 |

|Total Credits |15 |Total Credits |15 |

|Summer Semester |

|EE112IU |Summer Internship |3 | | |

|Senior Year |

|Semester 1 |Semester 2 |

|EE107IU |Senior Project |2 |EE097IU |Thesis |10 |

|EE—IU |Electrical Elective |3 |EE—IU |Electrical Elective |3 |

|EE—IU |Electrical Elective |3 | | | |

|EE—IU |Electrical Elective |3 | | | |

|EE114IU |Entrepreneurship |3 | | |

|Total Credits |14 |Total Credits |13 |

Total credits: 144

The contribution made by each course to achieving the learning outcomes is shown in [Exh.4.01.Course vs. Learning Outcomes]. The network of subject courses of Electrical Engineering program is shown in the following map.

Figure 2. The network of subject courses of Electrical Engineering program

[pic]

School Academic Board.[Exh.2.02.EE Academic Panel] SEE Academic board is established in order to maintain a good quality of teaching and material in curriculum. Member of the board is representative from specializations in school and senior lecturer of electrical engineering area. The academic board meeting is organized at the end of academic year of by request. The purpose of the meeting is to review curriculum in term of its content and implementation. SEE updates or modifies the curriculum at least once every year based on three references:

1) Student, alumni and industry’s feedback [Exh.4.02. Course Evaluation; Exh.4.03. Alumni Feedback Form; Exh.4.04. Industry Feedback Form]

2) ABET criteria [Exh.4.05. ABET Criteria]

3) The curriculum of prominent universities in USA, England, Australia and New Zealand that have twinning programs with SEE such as Rutgers, the state university of New Jersey (USA), University of Illinois, Urbana – Champaign (USA), SUNY Binghamton (USA), … [Exh.4.06. EE Curriculum Comparison]

The procedure to improve the curriculum is presented in [Exh.4.07. EE Scheme of Curriculum Design and Improvement]

Table 3. The annually changes in EE curriculum

|Year |Changes |Reasons for changes |Exhibitions |

|2005 – 2006 |The program is opened in this academic year. | |Exh.1.14 |

| | | |Exh.4.08 |

|2006 – 2007 |Reduce the total accumulated credit from 152 to |In the agreement to reduce the |Exh.1.14 |

| |148 |workload for students. |Exh.4.09 |

|2007 – 2008 |Open new course “Chemistry for engineers” |To complete the general education |Exh.1.14 |

| | |section. |Exh.4.10 |

|2008 – 2009 |Review the whole curriculum |With the ABET accreditation oriented |Exh.4.11 |

| | |and the collaboration with US |Exh.4.12 |

| | |university systems. | |

|2009 – 2010 |Open new course “ Special Topic in EE”, “VLSI |To provide more experimental practice |Exh.4.13 |

| |Design Lab”, “Antenna and Microwave Engineering |for students. | |

| |Lab”, “Image Processing Lab” | | |

6 Didactic concept and teaching/learning strategy

Active learning. The Electrical Engineering program is taught according to the student-centered approach through lecture hours, laboratory, professional practice and research project. All teachers have to submit SEE their course outlines which contain their teaching strategies before the courses begin [Exh.1.15. EE Academic Curriculum]. Then, these courses outlines are introduce to students at the first class of the courses. The teaching strategies in SEE aim to enable students’ action learning which integrate reflection into learning process [Exh.4.01. Course vs. Learning Outcomes]. As learning is a social activity, all courses of EE program are designed to encourage students to carry out individually learning together with peer learning. Through communication, students help each other to reflect in their learning which consists of a series of action: to identify their problems in learning, trial solutions to solve the problems, self-regulate and get understanding about how to learn. To ensure a good environment for students’ active learning, the university arranges the average size of class about 40 – 50 students for lower division and 20 – 30 students for upper division [Exh.5.01.Student lists of typical classes]. Each classroom is well-equipped with computer, projector and board. These facilities together with Blackboard system support lecturers in providing course materials to class. Lecturers and students also have more time to discuss in class thanks to the support of multimedia.

Course syllabus introduces the course objective, learning outcomes, textbook, course content and grading scheme to students [Exh.1.15. EE Academic Curriculum]. Then, students can have good understanding and well preparation for the courses. To ensure the student centered approach which emphasizes students as a subject of learning process, students are prepared for self-learning and reflection. “Critical Thinking” course are taught at the first year. In the course, students are encouraged to think actively, analyze and interpret data, formulate a problem. Furthermore, activities such as classroom discussion, teamwork, writing paper, practice and research project which are organized during the program enable students to construct knowledge by themselves, learning how to learn and reflect on their own learning. As a result, students improve the quality of their own learning as well as personal development as life-long learners [Exh.5.02. Critical Thinking Syllabus].

To enhance the communication between teachers and students, discussion between them is not limited to class hours; students are encouraged to communicate with lecturers via Blackboard system, emails and appointments. In order to provide students with continuous reflective feedback on their learning process, the program uses different types of assessment such as quiz, homework, students’ report and presentation, project, mid-term and final exam.

Tutoring. The school has a teaching assistant system, which is very useful for student support. Teaching assistants can be a supporting staff or senior students. They help students outside class by discussion regarding the lectures or sharing experience in learning and research.

Laboratory. Learning by doing is the strength of the curriculum. Almost all major courses have co-requisite laboratories. The laboratory work enables students to apply theoretical knowledge to solve practical experiments. Students are organized to work in group, discuss to define the problem and propose the solution. Each theory concept is evaluated by simulation and/or hardware implementation results. Students are also encouraged to design their own experiment. Laboratory instructor helps students carry out the experiment as well as find the connection between theory and laboratory work. The laboratory instructor also ensures the student’s experiments be conducted properly before being activated for safety reasons.

Research. Students start researching by small project in class. With an assigned problem, students are demanded to combine their own knowledge with proposed solutions. Students have to write academic reports where all research activities and results are clearly described. By doing this, they can self-assess their achievements and improve their work.

In order to graduate, students have to register for final thesis. Thesis is an independent research project. Each student is allowed to suggest an interest topic and appropriate advisor. Research topics are up-to-date and usually contemporary issues of electrical industry. With the help of advisor, the student forms his/her research topic and accordingly, designs his/her research plan. Student’s research topic and plan are evaluated by Thesis committee to ensure the research problem can be solved by applying knowledge that the curriculum covers. Student is supervised by advisor during his/her research process. Finally, he/she has to write a thesis report based on the results of the research and orally defend it with the Thesis committee.

7 Student assessment

The validity of the assessment of students learning is strongly depends on assessment methods and grading system which must ensure that students’ learning outcomes are assessed thoroughly, exactly and fairly. The EE program applies the assessment methods and activities which are stated in the program specification to assess students’ learning. Then, students are evaluated by the university grading system form the first time enrollment until graduated on each course, semester, academic year and whole learning process [Exh.6.01. IU Academic Regulations]

6.1. Assessment of Incoming Students

From the year of 2005, the IU-VNU has two ways for selecting new students, which are National Entrance Examination (NEE) and Direct Apply (DA).

Selecting new students by NEE. This method is for high school candidates graduated from Vietnamese high school. There is almost 100% of Bachelor Degree students of the school were accepted through NEE tests that are taken place in July annually [Exh.6.02. Student Recruitment Plan; Exh.6.03.Student Recruitment Board; Exh.6.04.Student Recruitment Process]. In order to get admission for the EE program, students must pass the examination in three subjects: mathematics, physics, and chemistry.

Selecting new students by DA. This method is for high school candidates graduated in international programs. In this case, the applicant just needs to submit the application to the University. The Student Recruitment Board will screen the application documents, interviewselect qualified candidates.

After getting admission into the university, if students don’t have qualified international English certification such as TOEFL or IELTS, they have to take the English test for categorizing students’ English level. Finally, each new student then participates in his/her adequate program.

Selecting transfer students.IU-VNU accepts transferred students from oversea universities. Students, who want to transfer to IU-VNU program, need to fill in the application form [Exh. 6.05. Transfer Student Application Form]. The Student Recruitment will screen the applicant documents, and then interview the applicant to make admission decision. Next, the school dothe course articulation for transfer students. They will know which courses and work they need to complete in order to get degree [Exh.6.06. Transfer Student Profile].

6.2. Assessment of student’s learning progress

Assessment Methods

In the IU-VNU, a variety of assessment methods for determining students’ performance during their study are applied. Almost major subjects of EE program use various assessment methods and tools such as mid-term exam, final exam, and other evaluation methods through assignments, quiz, home-works, class discussions, attendant check, and laboratories. Classroom assessment and examination evaluate students’ ability according to six major categories of cognitive domains, which are: remember, understand, apply, analyze, evaluate and create (Benjamin Bloom, 1981; Anderson &Krathwohl, 2001). Students still have to remember relevant information. However, it does not mean “rote learning” is a requirement of assessment activities. [Exh.6.07. Midterm Exam Paper; Exh.6.08. Final Exam Paper]

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Figure 3. Categories in the cognitive domain of Bloom’s Taxonomy

Educational objectives of EE program are transferred into expected learning outcomes. Then, teachers of SEE base on the expected learning outcomes of the program to build up the objectives of their courses and criteria to assess students’ achievement in the courses [Exh.1.15.EE Academic Curriculum; Exh.4.01.Course vs. Learning Outcomes]. These criteria are referenced when teachers set up the assessment means to evaluate students’ learning. SEE check if the assessment criteria of all subjects in the EE program cover the educational objectives and expected learning outcomes of the program. To ensure all students study the same subject at the same time are assessed by the same criteria, problems of examinations for a subject are discussed among teachers who teach that subject at that time. Teachers of SEE examine the validity and reliability of each assessment tool after every time they get the results of its use. The improvement of assessment methods and tools of a subject are discussed among the group of teachers who teach that subject every year [Exh.6.09. List of courses and instructors in charge]. The necessary changes in assessment arrangements are made based on conclusive reasons.

By EE curriculum and students’ handbook, course outlines and classroom meeting, students are clearly informed the objective of the courses, criteria to assess learners’ achievement, assessment methods and university grading system.

Grading System

Performance of each student in every subject is expressed by the grades.

According to the Academic Regulations of IU-VNU [Exh.6.01. IU Academic Regulations], these assessments fall into three categories with their allowed percentage in the final grade of a theory course as follows:

▪ Final exam: 40% - 60%

▪ Mid-term exam: 20% - 30%

▪ Others: 20% - 30%

The final grade of a laboratory course includes:

▪ Laboratory assignment: 70% - 80%

▪ Laboratory final exam: 20% - 30%

Since a subject uses many different evaluation methods or requires several assignments, the syllabus also shows the weight or percentage given to each assignment in order to form the final grade of the subject. Valid assessment percentages are set by the teachers, approved by the School and publicly announced in the first meeting of the class. Any category percentages that are outside these allowed ranges has to be accepted by Dean of SEE and approved by the Rector of IU-VNU before the course is delivered. IU-VNU uses the grade-100 system (from 0 to 100). It can be converted to letter grades by the scale published in the Academic Regulation.

Table 4. Grading Scale

| GPA |100 Point Grading Scale |Point Grading Scale in letters |

|Classification | | |

|Passing | | |

|Excellent |90≤ GPA ≤100 |A+ |

|Very Good |80≤ GPA ................
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