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AUN SELF-ASSESSMENT
REPORT
PROGRAM LEVEL
BACHELOR 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.
2.
Program content............................................................................................. 15
3.
Program specification...................................................................................... 18
4.
Program organization...................................................................................... 20
5.
6.
Student assessment........................................................................................ 27
7.
Staff quality..................................................................................................... 33
8.
9.
Student quality................................................................................................ 45
10.
11.
12.
13.
Student evaluation....................................................................................... 59
14.
Curriculum design........................................................................................ 60
15.
16.
Feedback stakeholders................................................................................ 63
17.
Output.......................................................................................................... 64
18.
Stakeholder satisfaction...............................................................................66
Page | 2
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 students evaluation..............................................................69
Page | 3
Chapter III:
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 Blooms 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
Page | 4
Part 1: Introduction
Page | 5
Executive summary
Introduction to the International University, Vietnam National University,
Ho Chi Minh City
www.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.
Page | 6
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
Department of English
Department of Mathematics
Department of Physics
Page | 7
Page | 8
Qualifications
There are 2 kinds of awards which students can get when they completed their
studies at the International University, Vietnam National University, HCMC.
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.
Page | 11
Page | 12
Vision: within five years, the IU-VNU to become a high quality, researchoriented university with:
The vision of the university has been translated into a mission statement as
following:
approaching
the
quality
of
worlds
top
universities.
The
(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:
1.3
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.
Page | 15
i.
j.
Expected learning
Generic
Mathematics, science
outcomes
a, h, j, l, m
Knowledge
Generic Skills
d, e,g
solving, self-learning
Understandings and knowledge
a, e,
Knowledge
Specific Skills
of electrical engineering
Laboratory, the use of tools in
b, c, k
electrical engineering,
Attitudes
f, h
responsibility
Page | 17
2. 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
their
major.
SEE
offers
two
majors:
Electronics
major
and
Page | 18
Group of courses
ter
Expected learning
Total
Percent
outcomes
Key skills,
Resear
numb
age (%)
cognitive
ch
skills &
Oriente
Professiona
er of
credit
s
lism
1st-3rd
General knowledge
Political education
Social science and
10
09
62
10
09
43%
07 %
06 %
credits)
English proficiency
Basic mathematics and
08
35
08
35
06 %
24 %
2nd
science
Core
33
33
23 %
6th
5th
requirement
Specialization major
general education
-
Required
(06
credits)
-
8th
Electives
(03
major
20
14
34
24 %
12
15
10 %
requirement
Electronics
Signal
processing
-
th
th
-8
Communications
Professional practice
and research
Internship
Senior project
Thesis
3
2
10
Page | 19
Fundamental
knowledge
Specialization in
major
requirement
Professional
Practice and
Research
General
Education
Page | 20
3. Program specification
The curriculum aims to promote active learning, learning to learn and lifelong 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 industrys 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
and
Page | 21
grade.
[Exh.3.01.
Student
Internship;
Page | 23
4. Program organization
Distribution of the curriculum
Freshman Year
Semester 1
MA001IU
Semester 2
Calculus 1
MA003I
Calculus 2
U
PH013IU
Physic 1 (Mechanics)
PH015IU
Magnetism)
PH014IU
Physic 2
PH016IU
Physic 3 Laboratory
PE008IU
Critical Thinking
EE050IU
(Thermodynamics)
CH011IU
Chemistry for
Engineers
CH012IU
Chemistry Laboratory
Engineers
EN007IU
Writing AE1
EN008IU
Listening AE1
EE049IU
Introduction to
EN011IU
Writing AE2
EN012IU
Listening AE2
PT002IU
Physical Training 2
Electrical Engineering
PT001IU
Physical Training 1
Total Credits
3
19
Total Credits
18
Summer Semester
PE011IU
Principles of Marxism
Sophomore Year
Semester 1
MA023IU
Semester 2
Calculus 3
MA024I
Differential Equations
MA026I
Probability& Random
Process
EE010IU
Electromagnetic Theory
U
MA027IU
PH012IU
Physic 4
Page | 24
(Optics &Atomic
Physics)
EE051IU
Principles of EE 1
EE055IU
Principles of EE 2
EE052IU
Principles of EE 1 Lab
EE056IU
Principles of EE 2 Laboratory
EE053IU
EE057IU
(C)
EE054IU
EE058IU
Laboratory
PE012IU
Lab
2
PE013IU
Revolutionary Lines of
Vietnamese Communist
Party
General Elective
Total Credits
3
21
Total Credits
21
Summer Semester
Military Training
Junior Year
Semester 1
EE059IU
Semester 2
Computer Architecture
EE083IU
Microprocessor Systems
EE084IU
Computer Architecture
& Assembly Language
Lab
EE088IU
EE092IU
DSP
EE089IU
EE093IU
DSP Laboratory
EE090IU
Electronics Devices
EE094IU
Digital Electronics
EE091IU
Electronics Devices
EE095IU
EEIU
Electrical Elective
Lab
EEIU
Electrical Elective
Total Credits
15
Total Credits
15
Summer Semester
EE112IU
Summer Internship
Page | 25
Senior Year
Semester 1
EE107IU
Semester 2
Senior Project
EE097I
Thesis
10
Electrical Elective
U
EEIU
Electrical Elective
EEIU
Electrical Elective
EEIU
Electrical Elective
EE114IU
Entrepreneurship
Total Credits
14
EEIU
Total Credits
13
Page | 26
alumni
and
industrys
feedback
[Exh.4.02.
Course
Page | 27
Changes
ar
2005
2006
2006
2007
2008
Exhibition
changes
Exh.1.14
the
accumulated
credit
Exh.4.08
total
from
152 to 148
2007
Reasons for
Open
for students.
new
course
To
complete
general
the Exh.1.14
education
section.
2008
2009
Review
the
whole With
curriculum
the
and
Exh.4.10
ABET Exh.4.11
accreditation
oriented
Exh.4.09
the
Exh.4.12
collaboration with US
university systems.
2009
2010
To
provide
more
Exh.4.13
Antenna
Microwave
Lab,
Image
Engineering
Processing
Lab
Page | 28
syllabus
introduces
the
course
objective,
learning
outcomes,
with
lecturers
via
Blackboard
system,
emails
and
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 students 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
Page | 30
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. Students 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.
Page | 31
6. 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;
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 students 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, homeworks, 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]
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
100 Point Grading Point Grading Scale in
GPA
Classification
Passing
Excellent
Very Good
Good
Fairly good
Fair
Average
No passing
Weak
Rather weak
Too weak
Scale
90
80
70
65
55
50
GPA
GPA
GPA
GPA
GPA
GPA
letters
100
<90
<80
<70
<60
<55
30 GPA <50
10 GPA <30
GPA <10
A+
A
B+
B
C+
C
D+
D
F
test date. Each proposed exam has to be approved by the Dean of the School
to ensure the learning outcome of the course. The approved exam is copied
confidentially for each student and all copies along with the original are
stored at School [Exh.6.07. Midterm Exam Paper; Exh.6.08.Final Exam Paper].
Laboratory Report
Assessment for each lab is carefully constructed by instructors. After
practicing the lab, students have to record the results into the laboratory
report
[Exh.6.10.
Laboratory
Report].
Each
assessment
is
based
on
Laboratory report
reviewer grades. The student has to earn at least 50/100 for passing the
thesis defense.
Graduation Assessment
University Graduation Committee is form to evaluate students for graduation.
Normally, it consists of the Rector of IU-VNU, Dean of SEE and Head of
Academic Affair. The studying process of each student is carefully checked
along with the requirements of the program. The conditional graduation of
students is based on the fulfillment of at least 144 credits. Course
equivalences are also taken into account. Exceptional cases have to be
approved by this committee. Here, the committee will determine whether a
student has completed all required subjects with satisfactory performance
and thus is eligible for the degree award [Exh.6.11. Graduate Student
Decision].
Page | 37
7. Staff quality
Recruitment process
All engineering programs in IU-VNU which refers to ABET criteria, benchmark
to prominent universities in USA, England, Australia and taught in English.
Thus, to ensure a high-quality human resource to develop these programs, IUVNU has a strict regulation for recruiting new lecturer [Exh.7.01. Recruitment
Criteria]. The competence and qualification of the lecturer candidates are
measured based on six components: [Exh.7.02. Recruitment Procedure;
Exh.7.03.Recruitment Evaluation Form]
Academic qualification
Place of training
Teaching experience
Teaching methodology
English ability
Professional experiences
Page | 39
No
.
Experience
Full Name
Degree
Tran Van Su
Master
Master
Phuong
Udo Klein
Doctora
te
Tran XuanPhuoc
Doctora
te
Nguyen DinhUyen
Doctora
te
Doctora
te
Mai Linh
Doctora
te
in teaching
(in year)
Age
Doctora
te
48
24
32
06
51
09
58
12
43
13
35
08
39
06
30
02
Number
of
publicatio
Position
ns
08
Dean
03
Vice
Dean
46
Lecturer
10
Lecturer
07
Lecturer
15
Lecturer
62
Lecturer
12
Lecturer
Page | 40
Nguyen Binh
Doctora
20
Lecturer
Duong
te
10
KieuTrungLiem
04
02
Lecturer
11
28
02
04
Lecturer
Master
33
09
Lecturer
Master
36
14
02
Lecturer
35
03
Master
34
Nguyen Quy Ha
Master
12
13
Vo Minh Thanh
Communicati
Electroni
Signal
ons
cs
Processing
Visiting lecturer
Total
Permanent
lecturers
Professo
Doct
Mast
rs
or
er
Visiting lecturer
Total
Permanent
lecturers
Page | 41
2008
2009
2010
2011
10
12
14
15
Visiting lecturer
Number of students
192
181
200
197
Students/permanen
19.2
15.1
14.3
13.1
12.8
11.3
11.8
10.9
Permanent
lecturers
t lecturers
Students/permanen
t
and
visiting
lecturers
Page | 42
Short Training
LabView Tutorial;
Laboratory Equipment
Uses and Management, by
Dr. Christopher Schmitz,
UIUC [Exh.7.09 ]
2010
Digital Communications,
UIUC.
Digital Signal
Processing, by Prof.
[Exh.7.10]
Page | 43
research
and
administration/community
work)
and
balance
Page | 44
Page | 45
School members have different duties depending on their roles. The roles of
school faculty with their duties are summarized in Table 10.
Table 10.Staf members roles.
Roles
Teaching
Resear
Academic
Lectu
Lab
ch
advisor
re
sessions
Researcher
Laboratory
Faculty
manager
Workshop
supervisor
Staff
support students
Position
Description
.
1
Dean/Vice Dean
2
3
Do training activities.
Lecturer
o
o
Researcher
o
o
Do research
Page | 46
Laboratory
o
o
manager
supervisor
Staff
Workshop
With small number of 20 staffs, the closed contact between faculty members
is easy to create and it forms a good environment for cooperation between
faculty members. Each faculty members can contact to discuss with the Dean
and Vice Dean of SEE about the issues of their work whenever needed.
Duties allocated are appropriate to qualifications, experience and skills. Two
months before each semester, the Dean and Vice Dean of SEE plan the list of
courses for the next semester [Exh.7.13. Teaching Plan]. Based on this list of
opened courses and the expertise of the permanent faculties, the Dean
assigns appropriate courses for available faculties. If there are some courses
left without lecturers, visiting lecturers will be invited. Visiting lecturers with
teaching experience, lecturers with industrial experience and foreign
lecturers will be considered first.
Time management and incentive systems are designed to support
the quality of teaching and learning.
Faculties and researchers normally teach from 2 to 4 classes per week. The
labs begin after the first three weeks of theoretical lectures. In the lab, the
instructors help students to apply knowledge from the lectures. Beside the
class time, students can meet the lecturers and instructors at the office and
ask about anything involving his or her lectures. Students can find the office
hours of faculties on the notice board or in the first lecture. They can also see
teaching assistance whenever needed.
Page | 47
Teaching
assistants
support
lecturers
to
review
basic
knowledge
or
complement the background for the students. For classes with large numbers
of students, lecturers can have one or two teaching assistants who are senior
or master students who have good knowledge about those courses.
To support students in their study, the academic advisor system is
established
[Exh.7.15.
List
of
Academic
Advisors].
All
lecturers
and
teaching,
being
thesis
supervisor
and
academic
advisor.
Page | 48
have attendance or teaching problems are not renewed for the next
semester.
The faculties are also assigned to teach many different courses to improve
their major knowledge, and trained in teaching methodologies at foreign
universities. There is also a system of reviews and proposals for potential
candidates to be nominated or arranged in suitable positions.
Termination, retirement and social benefits are planed and well
implemented
The IU-VNU manual specifies all possible reasons for termination of faculty
members. The IU-VNU ensures that there is a due process in such cases, so
the board of rectors and the recruitment group review the cause of
termination. The IU-VNU provides the faculty members with the following
benefits: health care plan, maternity/paternity leaves, service leave, research
incentive, longevity benefits, sick leave, disability benefit, death benefit,
faculty development, and other benefits as mandated by law.
The IU-VNU provides faculty members with a financial retirement package
that is specified in the University Manual. Furthermore, retired faculty
members still enjoy access to the university library, sports facilities, clinic and
computer facilities. They are still invited to teach classes, research and other
activities.
The efficient appraisal system
Annually, the Appraisal Committee considers and selects the outstanding
candidates and school to receive the awards such as: Lecturer of the year,
the Academic Unit of the Year, etc. Beside these awards, the faculties will be
evaluated once every semester for a raise or reduction of the salary
[Exh.7.18. SEE Awards].
Page | 49
Office of
Personal
administration
School of
Computer
Science and
Engineering
Office of
Academic affairs
School
School
Electrical
Electrical
Engineeri
Engineeri
ng
ng
Departme
nt
of English
Departme
nt
of Physics
Office of
Facilities
management
Center of
quality
management
Page | 50
Departmen
t
of
Mathemati
Page | 51
9. Student quality
Student Number
The number of students of SEE in last five years is shown in Table 12 and
Table 13.
Table 12. Intake of first year students
Academic Year
Female
Total
2005
83
89
2006
46
51
2007
59
65
2008
48
51
2009
46
51
2010
27
30
Table 13. Total Number of Full Time Students (last 6 academic years)
Acade
# student
# student
# student
mic
applicants
student
graduated
remaining
dropout/withdra
Year
into SEE
enroll in
in SEE
SEE in 2011
wal
SEE
2005
79
89
56
08
25
2006
95
51
23
13
15
2007
94
65
46
19
2008
76
51
46
05
2009
79
51
48
03
2010
51
30
29
01
Page | 52
to
applicants
[Exh.9.01.
Student
RecruitmentInformation
Page | 53
For the EE program admission, two sets of criteria are applied as follows:
(1) If the applicant is a graduate from Vietnamese high schools education,
he/she has to register for the EE program at IU-VNU and pass the national
university entrance examination that is organized by the Ministry of
Education and Training (MoET) in July annually. To prepare for the exam,
the university provides the information of training degrees in the
handbook that is delivered to each high-school student. Besides, IU-VNU
also opens campaigns that are organized in well-known high schools, to
introduce the university to students [Exh.6.02. Student Recruitment Plan].
This plan aims to attract bright applicants to apply to the university. As a
result of this, students from all over the country can know about and apply
to IU-VNU. Only applicants with higher mark than the pass mark, which is
set by the Student Recruiting Committee, can get an entry to the
university.
(2) If the applicant has international high-school certificate, he/she has
submitted the application to the university. The Student Recruiting
Committee
considers
case-by-case
and
selects
applicants
whose
Score < 430: Students cannot study any courses of the academic
curriculum immediately. They have to take the intensive English
classes at IU-VNU or they can learn English at any English center
outside until their TOEFL score reach 500 or equivalent.
430 Score < 500: Students can only register for few general
courses of the academic curriculum and have to take the
Page | 54
Intake policy
There is a quota set for IU-VNU by MoET. This means that the number of
students who get entry to the HCMIU every year is limited by this quota.
Based on this quota and the result of the university entrance examination,
the Student Recruiting Committee decides the pass mark for each program at
IU-VNU. The quota for SEE program is 60 students per year.
Quality of incoming students playsa very important role in the educational
process. Logically, with better incoming students, the University would able
to produce the better graduates.
The pass mark (for SEE) and the base mark (set by MoET) from 2005 to 2010
are shown in Table 14. The base mark is the minimum mark for degrees using
Group A (Mathematics, Physics, Chemistry) in the university entrance
examination as their test. These marks are varied dependent on the difficulty
of the university entrance examination. From this table, the pass mark of SEE
is always higher than the based mark of MoET. This means that SEE only
recruits the upper tier of high school applicants.
Table 14. Pass mark and base mark for entry of SEE
Year
Grade
Pass mark (for
SEE)
200
200
200
200
200
16
14
15
13
18
15.
5
201
0
14.
14.
13
13
Base mark
15
13
(set by MoET)
Page | 55
From Table 14, in the years of 2008, 2009, and 2010, the quality of incoming
students decreased. However, this decreasing trend is common in most
engineering programs of Vietnam higher education.
Based on the admission score, the number of students passing the entrance
exam of SEE programs is presented in Figure 6.
of the subject covered and the course requirements are also used as bases
for assigned credit units. All details about teaching and studying are in
document Academic Regulation under Credit System, published by the
HCMIU
in
06/01/2005.[Exh.6.01.
IU
Academic
Regulations;
Exh.9.08.
Page | 57
Page | 58
10.
Page | 60
SEE, Student Association and Youth Union that together help students in their
career planning. Via these helps, SEEs students having many chances to
interact with industries [Exh.10.10. Exh.10.12. Industrial Relations]. SEE or
Student Association or Youth Union may invite companies to introduce their
line of business as well as to recruit graduates [Exh.10.09. Industrial relations
TI seminar]. Especially, SEE has developed a good relationship with the
industry by organizing Alumni Meeting and industry involvement in SEEs
activities. Those help students to familiarize themselves with the labor
market. Other effort is sending students to take internship/practical training
course program, both at national and international levels.
Page | 61
Page | 62
system and internet can always be accessed from class, which support
lecturer and student a lot in teaching and learning.
Laboratories & Workshop. The 2 Laboratories in Electrical Engineering
Department are: Electronics and Communications Laboratories which have
been invested more than 1.5 millions USD from World Bank.
The Electronics laboratory has 3 modules [Exh.11.01. List of equipments in
Electronics Lab]:
Equipment for advanced training such as ASIC, FPGA & DSP modules
Modelling& simulation
Electrical Engineering, there are total 1078 book titles with 2158 copies. The
library adds more collections every semester based on the study program
proposals [Exh.11.03. Annually Textbook Purchase Plan]. In addition, study
programs also regularly spend some funds for books and journal and keep
some of them under the study program collections.
Types of services provided by the Library:
Circulation; loan, return and loan extension of library collection for members
References: like dictionaries, encyclopedias, manuals, annual books and
others teaching materials
Final Project reports and Theses can only be read by members
Research Reports by lecturers (842 items)
Magazines and Journals which can only be read or copied at the library
Field Work Reports and Seminar Reports
The Library is open five days a week from 8 am to 4 pm. Service facility from
the
library
can
be
accessed
http://csc.hcmiu.edu.vn/TraCuuSachEN.aspx .
though
the
website:
Library, students can also go to the Central Library, during working days at 8
am 4 pm. Students can visit the website of the Central Library at
http://www.vnulib.edu.vn and access books, final project reports, theses and
others.
Dormitory. IU students can use Dorm system managed by Vietnam National
University HCM city. Currently, there are 25 students of school of Electrical
Engineering living in Dorm.
Sport & Arts Centre.IU is so young and on developing process. As the
result, there are not much sport facilities available at this moment. As per
April 2011, there are 1 table tennis room with an area of 200 m2 in 4th floor,
1 standard volley ball and 1 standard basket ball yard provided free of
charge.
Page | 64
Beside, IU students can hire sport facilities from University of Sport which
take about 10 minutes walk from IU. Some EEs lectures and staffs organize
football match weekly and encourage student to attend. To enhance and
promote sportsmanship, 2 compulsory subjects of 3 credits on Physical
Training are offered as part of curriculum. Students may choose type of sport
on their interest.
Student Activity Centre. To facilitate various students activities, the
University provide a center named Student Affair in 2 nd floor and Youth Union
office in 1st floor.
Cafeteria. Student Cafeteria or canteen is available at the University and all
other faculties within IU at affordable prices. New canteen with an area of
1071 m2 with 432 seats hasbeen serving to students and staff since 2010.
Besides, there is a coffee shop with an area of 200 m 2 in 2nd floor. IU-VNU also
provided with drinking water machines for free in every floor. [Exh.11.04.
Canteen Contract]
Books Stores. Book store (200 m2) is in the 3rdfloor.It sells not only books
but also offers other services, such as photocopied- and binding services.
Shuttle Campus Buses. Shuttle buses are provided to serve all university
members between campus area and downtown. The total number of shuttle
bus is 45 with air-condition. Operational hours are from 5:35 to 17:35 from
Monday to Friday, and from 07.00 to 14.00 on Saturdays. Bus timetable is
designed to meet students need and the interval of services is approximately
15 minutes during normal hours [Exh.11.05. Bus Schedule].
Page | 65
12.
Engineering
Program
Framework],
(2)
ABET-accredited
criteria
of
Establishment
of
QAC]
working
independently
with
Page | 66
13.
Student evaluation
Frequently, students are given a chance to participate in teaching-learning
evaluation processes at the end of every course, right before the final
examination [Exh.4.02.Course Evaluation Form]. Students are asked to write
their overall feedback towards any aspects of the course that they would like
to comment feedback as well as recommend further development of the
course. The results of course evaluation will be used for improving the course
and evaluate the performance of lectures. Since it is anonymous, the
lecturers may receive clearer description on positive and negative points of
their performance and then figure out the way how to improve for the next
time. Furthermore, students also are required to assess the training activities
of the School such as services and facilities. The feedbacks of student
provided through evaluation become the basic process of reviewing and
improving curriculum.
The forms are designed by HCMIU including 12 criteria. These criteria can be
grouped into three components: (A) Teaching materials, (B) Teaching
methods, and (C) teaching evaluation system. The result of evaluation is
ranked into five levels with the scale of 1-5. Since Academic Year 2009-2010,
the result of student evaluation from previous semester is currently used as
one of parameters to determine variable allowance for lecturers to continue
collaboration with school on the next semester.
All evaluation and comments are delivered to corresponding destination
[Exh.13.01. Reports on Course Evaluation ]:
Page | 67
Page | 68
14.
Curriculum design
The program is built with the contribution of the all lectures of SEE [Exh.4.09.
MOM Annually Academic Panel 2006; Exh.4.10.MOM Annually Academic
Panel 2007; Exh.4.13.MOM Annually Academic Panel - 2009]. The
lecturers, managers, and enterprises are invited to review to ensure that
training program satisfying the demand of workforce. During the curriculum
design, the evaluation of the training program is sentto stakeholders such as
scientific council of the university, students, and enterprises [Exh.4.03.
Alumni Feedback Form; Exh.4.04. Industry Feedback Form].The end of
academic year, all feedbacks will be collected to improve the curriculum by
Academic Committee.
The scheme of curriculum design and development is shown in following
figure.
Page | 69
SEEMISSION, VISION
5 YEARS
SEE EDUCATIONAL GOALS, AIMS
3 YEARS
STUDENTCENTERED
POINT OF VIEW
EE PROGRAM EDUCATIONAL
OBJECTIVES
BLOOMS TAXONOMY
EE PROGRAM EXPECTED LEARNING OUTCOMES
ABET CRITERIA
ANUAL
INSTRUCTION
ASSESSMENT
LECTURER
DIRECT
MEASUREMENT
INDIRECT
LAB
MEASUREMENT
ORAL TEST
EXIT SURVEY
PROBLEM BASED
LEARNING
LAB REPORT
ENTRY SURVEY
EXTRA CURRICULUM
ACTIVITIES
STUDENT
PAPER
FACULTY SELF
ASSESSMENT
STUDENT
PRESENTATION
STUDENT
EVALUATION
CO-OP & INTERSHIP
EVALUATION
ALUMNI
ACTIVITIES
REPORT
RECOMMENDATIONS (Updates to program
outcomes, Updates to curriculum, courses, lab
facilities, students activities)
EMPLOYER
EVALUATION
EXAMS
ADVISOR EVALUATION
THESIS
STRENGHTS & WEAKNESS
ACCREDITATION
15.
Content
.
1
Date
Address
200
InternationalUnive
ar
rsity
Semin
201
InternationalUnive
ar
rsity
Semin
200
InternationalUnive
ar
rsity
ar
(by Prof. Nguyen Cam, Texas Semin
A&M, USA)
Semin
Page | 71
(by
Gene
Frank,
Semin
201
InternationalUnive
Dr.TranThanh,TI, USA)
ar
rsity
Semin
201
InternationalUnive
ar
rsity
Page | 72
16.
Feedback stakeholders
Feedback from stakeholder is conducted through student progress and alumni
evaluation and labor market.
Student feedback [Exh.4.02. Course Evaluation]: Student evaluations of
courses are organized by the Academic Affair Office in the end of the course.
There are also some various channels where students can voice their
concerns about teaching and learning, such as report to the Dean or the
Rector, make an official comment to the School or Academic Affair offices,
and Rector Board.
Feedback
from
labor
market
[Exh.4.04.
Industry
Feedback
Form]:
Page | 73
17.
Output
17.1 Achieved Outcomes (graduates)/ Graduate Profile
The first class of Electrical Engineering Program is class of 2005 and the first
graduate batch is graduated in 2009. At the moment, the SEE has total of 79
graduates [Exh.6.11. Graduate Student Decision]. The specific number was
shown in Table 12.
Table 16. Profile of graduate students
Academic year
2008-2009
2009-2010
Semester
Semester
Semester
Semester
Semester
Semester
Semester
Semester
Semester
1
2
1
2
1
2
1
2
1
Size
c year
Cohor
% dropout after
t
3
>
4 1
>
3
Page | 74
2005/20
89
years
X
years
31
years
25
year
15
years
8
years
2
years
0
06
2006/20
51
23
07
2007/20
65
10
08
2008/20
51
09
2009/20
51
10
2010/20
30
11
Graduate-rate and drop-out rate in the last 05 years is shown in Table 18.
Student is declared as drop out from university because of two reasons:
(1) Poor academic performance
(2) Administrative reasons
17.3 Average time to degree
As shown in Table 16, the graduates in each semester come from different
batches. The average time to degree for the last 02 years is between 08 to
09 Semester. It is expected that 08 semester would be the closest target to
be achieved. The shortest is 8 semesters and the longest time to graduate is
12 semesters.
Page | 75
18.
Stakeholder satisfaction
One of the main jobs of School of Electrical Engineering is to assure high
quality of graduates that satisfied stakeholders as much as possible. Hence
the SEE try its best to develop and improve its academic quality. Generally,
stakeholder is the combination of students, alumni, public and industries.
There are two keys factors that are used for measuring the level of
stakeholder satisfaction: the process and the outcomes of the educational
activities.
18.1. Opinion Students
Students satisfaction is recorded through their educational process that
consists of learning, teaching, academic services, and social activities
happened during their study. In SEE, all the lecturers are evaluated their level
of performance by students. In other hand, students are required to evaluate
the lecturers, teaching and learning methods, course materials, etc. in every
semester. The evaluation forms provide a menu of choices, such as a
satisfaction rating scale including the options 1 : strongly disagree; 2 :
disagree; 3 : uncertain; 4 : agree; and 5 : strongly agree. In addition,
these forms also allow students to write down their views through free
comments
Table 19. Teaching method and lecturers evaluated by the students
Option
Content
Criteri
0%
0%
24.2%
57.6%
18.2%
0%
9.1%
18.2%
66.7%
6.1%
a
Lecturers
make
delivering
the
course
interesting
Lecturer
encourages
student
to
method
more
the
outperform
themselves
Page | 76
Lecturer
spends
time
on
0%
6.1%
45.5%
39.4%
9.1%
0%
6.1%
33.3%
57.6%
3%
0%
0%
15.2%
66.7%
18.2%
0%
6.1%
33.3%
45.5%
15.2%
understand
Page | 77
Criteri
a
announced
widely
to
16
3%
9.1%
36.4
39.4
12.1
39.4
39.4
9.1%
students
The extracurricular activities
are regularly organized and
best-fit
with
student
17
3%
9.1%
curriculum
Page | 78
The
extracurricular
activity
extracurricular
activity
students
develop
18
19
3%
9.1%
3%
9.1%
27.3
54.5
12.1
9.1%
9.1%
9.1%
personal skills.
18.2.Opinion Alumni
The alumni are an important bridge that connects students and fresh
graduates to the industry. Thus, SEE considers relationship with the alumni as
an important part of its educational program. The School regularly contacts
with alumni in several ways such as sending the survey forms, meeting
events and so onFrom those contacts, SEE could get from alumnis views
and also suggestions about the curriculum. The data collected from alumnis
feedback includes the waiting time to get the first job after they graduate
(Figure 9), the evaluation about the job orientation activities opened by
University as well as the evaluations of the job consulting and supporting
activities after graduation. Besides, the satisfaction of trained soft-skills for
student during 2006-2010 that are useful for student after graduate is also
collected and tabulated in table 21.
Page | 79
Criteri
Evaluationof
the
orientation
a
job 25
0%
12.1%
18.2%
63.6%
6.1%
6.1%
6.1%
30.3%
51.5%
6.1%
activities
opened by University
Evalutation
of
the
job
26
Page | 80
Page | 81
Page | 82
student is not as expected. The SEE is planning for more promotion activities to
attract students.
The English levels are diverse among students; as a result, students with lower
English level need more efforts to be with the program. The intense English is being
focus at IU-VNU in order to help these students when entering the program.
Student Advice and Support
Every student has academic advisor who accompany with them during their study
at SEE. Various students activities are organized such as sport competition,
academic games, youth union and student associations activities.
However, the students facilities need to be developed such as dormitory, sport
center and bus route.
Facilities and Infrastructure
The
university has
modern
infrastructure
and
well-equipped
facilities.
The
laboratories are very well-equipped, up-to-dated and highly utilized for internal uses
and also for members of VNU.
The library has many textbooks and reference books with new edition. However, the
online magazines and journals are not rich.
Quality Assurance of the Teaching/Learning Process
Quality assurance is considered as an important factor of SEE. Academic board is
available to evaluate the implementation of the curriculum. However, it is recently
established and not fully functions as expected.
Student Evaluation
Student evaluation of teaching activities is carried out regularly every semester
through Center of Quality Assurance. Data from this evaluation are used for
curriculum development and staff evaluation. The satisfaction of students keeps
increasing by semesters.
Curriculum Design
Page | 85
The curriculum is reviewed annually and follows the Curriculum design and
improvement scheme. The improvement considered the demands of stakeholders.
Staf Development Activities
Various trainings such as English improvement, didactic method, etc. are provided
for staff development. Faculty staffs are encouraged to collaborate with partner
universities for research and have change to go to overseas universities one
semester for exchange research and teaching methodology. IU-VNU also has merit
award for best academic and support staff annually.
Feedback Stakeholders
The feedbacks of stakeholders are taking annually by the end of academic year. The
results are used for curriculum development. However, since the SEE just has few
graduated batches and number of graduate student, the information from
employers is not rich.
Output
Graduates have good jobs and can apply to graduate program from abroad
universities.
Stakeholder Satisfaction
The stakeholders are satisfied with the program in general. However, the SEE needs
to do more survey regarding this criterion.
Page | 86
Completed checklist
Criteria
1 2 3 4 5 6 7
The
program
has
clearly
formulated
learning
outcomes
long learning
1.3 The expected learning outcomes cover generic skills
5.0
2. Program Content
2.1 The program content shows a good balance between
university
2.3 The expected learning outcomes have been adequately
Overall Opinion
5.0
3. Program Specification
3.1 The university uses program specifications
outcomes
Page | 87
3.3
The
program
specification
is
informative
for
the
stakeholders
Overall Opinion
5.0
4. Program Organization
4.1 The curriculum is coherent and all subjects and courses
The
curriculum
clearly
shows
the
X
basic
courses,
X
5.0
learning to learn
Overall Opinion
5.0
6. Student Assessment
6.1 Student assessment considers student entrance, student
Page | 88
curriculum
6.7 The standards applied in the assessment are explicit and
consistent
6.8 The assessment schemes, the assessment methods and
5.0
7. Staf Quality
7.1 The staff are competent for their task and able to fulfill the
Duties
allocated
are
appropriate
to
qualifications,
There
are
provisions
for
review,
consultation,
X
and
redeployment
well implemented
7.10 There is an efficient appraisal system
Overall Opinion
X
5.0
Page | 89
8.4 There are adequate support staff for the student services
Overall Opinion
5.0
9.Student Quality
9.1 The selection of entering students (if there is selection) is
adequate
9.2 There is an adequate intake policy
9.4 The actual study load is in line with the calculated load
Overall Opinion
5.0
satisfactory
10.5 The social and psychological environment for the student
is satisfactory
Overall Opinion
5.0
are adequate
11.2 The library is adequate and up-to-date
Page | 90
Overall Opinion
5.0
period
12.3 Quality assurance of the curriculum is adequate
adequate
Overall Opinion
5.0
evaluation
13.2 Student feedback is used for improvement
Overall Opinion
X
5.0
Overall Opinion
5.0
needs
Overall Opinion
5.0
market (employers)
Page | 91
X
5.0
17. Output
17.1 The pass rate is satisfactory
Overall Opinion
4.0
5.0
4.94
Page | 92
Part 4: Appendices
Glossary
IU VNU
MoET
NEE
DA
Direct Apply
OAA
Page | 93
Category
Criteri
Code
a
1
Decision
No.
472001
University
Decision
Exh.1.01
Exh.1.02
Exh.1.03
Establishment
2
IU Website www.hcmiu.edu.vn
IU Academic Panel
Exh.1.04
Exh.1.05
Exh.1.06
Exh.1.07
Exh.1.08
Exh.1.09
10
Exh.1.10
11
Exh.1.11
12
Exh.1.12
13
Exh.1.13
14
Student Handbook
Exh.1.14
15
EE Academic Curriculum
Exh.1.15
16
Academic Calendar
Exh.2.01
17
EE Academic Panel
Exh.2.02
18
Exh.2.03
19
Exh.2.04
20
Political Education
Exh.2.05
Decision
Decision
Decision
Decision
Page | 94
21
Student Internship
Exh.3.01
22
Internship Evaluation
Form
Exh.3.02
23
Internship Report
Sample
Exh.3.03
24
Form
Exh.3.04
25
Sample
Exh.3.05
26
Thesis Students
Decision
Exh.3.06
27
Thesis Committee
Decision
Exh.3.07
28
Thesis Schedule
Exh.3.08
29
Thesis Evaluation
Form
Exh.3.09
30
Thesis Report
Sample
Exh.3.10
31
Thesis Procedure
Exh.3.11
32
Exh.3.12
33
Exh.4.01
34
Course Evaluation
Form
Exh.4.02
35
Form
Exh.4.03
36
Form
Exh.4.04
37
ABET Criteria
Exh.4.05
38
EE Curriculum Comparison
Exh.4.06
39
EE
Exh.4.07
Exh.4.08
Scheme
of
Curriculum
Design
and
Improvement
40
41
Exh.4.09
42
Exh.4.10
43
Decision
Exh.4.11
44
Decision
Exh.4.12
45
Exh.4.13
46
Exh.4.14
47
Procedure
Exh.4.15
for
Annually
Decision
Decision
Curriculum
Page | 95
Development
48
49
Exh.5.01
Exh.5.02
50
IU Academic Regulations
Exh.6.01
51
Exh.6.02
52
Exh.6.03
53
Exh.6.04
54
Form
Exh.6.05
55
Sample
Exh.6.06
56
Sample
Exh.6.07
57
Sample
Exh.6.08
58
Exh.6.09
59
Laboratory Report
Sample
Exh.6.10
60
Decision
Exh.6.11
61
Recruitment Criteria
Exh.7.01
62
Recruitment Procedure
Exh.7.02
63
Form
Exh.7.03
64
Form
Exh.7.04
65
Exh.7.05
66
Training Certificate
Sample
Exh.7.06
67
Decision
Sample
Exh.7.07
Decision
Exh.7.08
for
lecturer
training
Sample
at
partner
universities
68
69
Exh.7.09
70
Exh.7.10
71
Exh.7.11
72
Exh.7.12
73
Exh.7.13
Form
Page | 96
74
Exh.7.14
75
Exh.7.15
76
EE Teaching Workload
Exh.7.16
77
School Schedule
Exh.7.17
78
SEE Awards
Exh.7.18
79
SEE Faculty CV
Exh.7.19
80
Exh.7.20
81
Exh.7.21
82
Teaching Regulation
Exh.7.22
83
Report of Facilities
Exh.8.01
84
Exh.8.02
85
Exh.9.01
86
EE Leaflet
Exh.9.02
87
Exh.9.03
88
Exh.9.04
89
Exh.9.05
90
IU Scholarship Policy
Exh.9.06
91
IU Student Regulation
Exh.9.07
92
Exh.9.08
93
Exh.9.09
Development
94
10
Exh.10.0
1
95
10
Exh.10.0
2
96
10
Exh.10.0
3
97
10
Exh.10.0
4
98
10
Exh.10.0
Page | 97
5
99
Student
Activity
Seminar
on
Career
10
Exh.10.0
6
10
Exh.10.0
7
10
Exh.10.0
8
10
Exh.10.0
9
10
Exh.10.1
0
10
Exh.10.1
1
10
Exh.10.1
2
10
Exh.10.1
3
10
Exh.10.1
4
10
Exh.10.1
5
10
Exh.10.1
6
11
Exh.11.0
1
11
Exh.11.0
2
11
Exh.11.0
3
11
Exh.11.0
4
11
Exh.11.0
5
Orientation
Visit
Page | 98
12
Exh.12.0
1
12
Exh.12.0
2
12
Exh.12.0
3
Sample
13
Exh.13.0
1
Sample
14
Exh.14.0
1
15
Exh.15.0
1
16
Exh.16.0
1
16
Exh.16.0
2
18
Exh.18.0
1
18
Exh.18.0
2
Page | 99