{"id":17612,"date":"2025-03-09T07:59:35","date_gmt":"2025-03-09T07:59:35","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/education\/?post_type=eds_report&p=17612"},"modified":"2026-05-17T17:29:56","modified_gmt":"2026-05-17T17:29:56","slug":"%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-4-%e0%b8%9c%e0%b8%a5%e0%b8%81%e0%b8%b2%e0%b8%a3%e0%b8%94%e0%b8%b3%e0%b9%80%e0%b8%99%e0%b8%b4%e0%b8%99%e0%b8%87%e0%b8%b2%e0%b8%99-2","status":"publish","type":"eds_report","link":"https:\/\/qa.trsu.ac.th\/education\/?eds_report=%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-4-%e0%b8%9c%e0%b8%a5%e0%b8%81%e0%b8%b2%e0%b8%a3%e0%b8%94%e0%b8%b3%e0%b9%80%e0%b8%99%e0%b8%b4%e0%b8%99%e0%b8%87%e0%b8%b2%e0%b8%99-2","title":{"rendered":"Section 4 Performance Results Based on Quality Criteria (Criterion 2 – Programme Structure and Content)"},"content":{"rendered":"\n

Criterion 2 – Programme Structure and Content<\/strong><\/strong><\/p>\n\n\n\n

Criterion<\/strong><\/p>\n\n\n\n

Requirements<\/strong><\/p>\n\n\n\n

\n
\"\"<\/figure>\n<\/figure>\n\n\n\n

Quality level assessment<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Result<\/strong><\/p>\n\n\n\n

2.1 The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all stakeholders.<\/strong><\/p>\n\n\n\n

Operational Result<\/strong><\/p>\n\n\n\n

he specifications of the program and all its courses are comprehensive, up-to-date, and effectively communicated to all stakeholders. We have implemented several measures. Each course has a detailed syllabus, and a comprehensive program handbook is made available, outlining the overall structure, course sequences, and goals. We conduct annual reviews of course content and gather feedback from students, faculty, partner schools, and alumni to ensure relevance and currency. All updated program specifications and course details are accessible on our institution\u2019s website and learning management systems, and printed materials are provided during orientation and in the library. Regular advisory sessions and information workshops are held to explain program details and updates. Additionally, we maintain transparent processes by publishing annual reports on curriculum updates and organizing open forums for stakeholder discussions. This comprehensive approach ensures that all stakeholders are well-informed and engaged with the latest program developments<\/p>\n\n\n\n

The steps below demonstrate that the specifications of our program and all its courses are comprehensive, up-to-date, and communicated to all stakeholders:<\/p>\n\n\n\n

    \n
  1. Detailed Documentation<\/strong> : Comprehensive and Up-to-Date Course Specifications:<\/strong><\/li>\n<\/ol>\n\n\n\n
      \n
    • Course Outlines:<\/strong> Courses have a detailed syllabus that includes objectives, learning outcomes, content, teaching methods, and assessment methods.<\/li>\n\n\n\n
    • Program Handbook:<\/strong> There is a program handbook that outlines the overall structure, course sequences, and program goals.<\/li>\n<\/ul>\n\n\n\n
        \n
      1. Regular Review and Updates<\/strong> : Regular Review Process:<\/strong><\/li>\n<\/ol>\n\n\n\n
          \n
        • Annual Reviews:<\/strong> There is annual reviews of course content and program structure to ensure they remain current and relevant.<\/li>\n\n\n\n
        • Stakeholder Feedback:<\/strong> Feedback from students, faculty, industry partners, and alumni are gathered.<\/li>\n<\/ul>\n\n\n\n
            \n
          1. Clear Communication Channels<\/strong> : Information Availability and Communication<\/strong><\/li>\n<\/ol>\n\n\n\n
              \n
            • Online Platforms:<\/strong> All program specifications and course details available on the institution’s website and learning management systems.<\/li>\n\n\n\n
            • Printed Materials:<\/strong> Printed handbooks and course guides during orientation and in the library.<\/li>\n\n\n\n
            • Advisory Sessions:<\/strong> Regular advisory sessions and meetings where stakeholders can discuss and understand course specifications.<\/li>\n<\/ul>\n\n\n\n
                \n
              1. Engagement with Stakeholders<\/strong>: Involvement of all Stakeholders<\/strong><\/li>\n<\/ol>\n\n\n\n
                  \n
                • Information Sessions:<\/strong> Meetings are held to explain program details and updates to students and faculty.<\/li>\n\n\n\n
                • School Partners:<\/strong> Consultation with partner school to ensure the program aligns with current professional standards and practices.<\/li>\n\n\n\n
                • Alumni Network:<\/strong> Use feedback from the alumni network to adjust and improve the curriculum.<\/li>\n<\/ul>\n\n\n\n

                  With these steps, we ensure that the program and its courses are comprehensive, up-to-date, and effectively communicated to all stakeholders. This approach not only meets the requirement but also enhances the overall quality and transparency of our program.<\/p>\n\n\n\n

                  2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes.<\/strong><\/p>\n\n\n\n

                  Operational Result<\/strong><\/p>\n\n\n\n

                  The B.Ed.-Science curriculum is meticulously designed to produce professional teachers equipped with exceptional science skills, well-rounded knowledge, strong character, integrity, honesty, and lifelong learning skills. To achieve this, we have established a robust alignment of our Program Learning Outcomes (PLOs), Year Learning Outcomes (YLOs), and Course Learning Outcomes (CLOs) with our Learning Management strategies. Lecturers are required to adapt to new changes and technologies in teaching, especially during the post pandemic era, which has accelerated the adoption of innovative tools such as Google Classroom, Google Meet, and the MIS System. These platforms facilitate interactive and effective online learning, ensuring continuous engagement and academic progress.<\/p>\n\n\n\n

                  Each course within the program is mapped to specific PLOs, ensuring that every aspect of the curriculum contributes directly to the overarching goals of the program. For example, science courses focus on developing scientific mind, while pedagogical courses emphasize teaching methodologies, classroom management, and educational psychology. Regular assessments, both formative and summative, are integrated into the curriculum to monitor and evaluate student progress against these outcomes.<\/p>\n\n\n\n

                  Furthermore, we conduct periodic curriculum reviews and stakeholder consultations, including feedback from students, alumni, and industry partners, to ensure the program remains relevant and effective. This process includes analyzing assessment data, student performance, and feedback to identify areas for improvement and to make necessary adjustments.<\/p>\n\n\n\n

                  By strategically aligning the curriculum with the expected learning outcomes, we ensure that our graduates are not only academically proficient but also possess the professional and ethical attributes required to excel as educators. This comprehensive approach guarantees that our students meet the expectations of various stakeholders, including educational institutions, employers, and the broader community, by the time they graduate.<\/p>\n\n\n\n

                  2.3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders.<\/strong><\/p>\n\n\n\n

                  Operational Result<\/strong><\/p>\n\n\n\n

                  Participation of stakeholders is a crucial factor in the design, revision, and implementation of our curriculum. The curriculum development process actively incorporates feedback from a diverse group of stakeholders, especially external stakeholders, including professional organizations and employers. We regularly assess the achievement of our program’s objectives and conduct comprehensive surveys to gather insights from these stakeholders. Their input is invaluable in ensuring our curriculum remains relevant and effective.<\/p>\n\n\n\n

                  We also take into account global trends in Science Teaching when developing or revising our curriculum. This includes analyzing opportunities and threats to ensure our graduates are well-prepared for the ever-evolving Science Teaching trends.  Regular feedback sessions, focus groups, and advisory board meetings are conducted to discuss and integrate stakeholder perspectives.<\/p>\n\n\n\n

                  This collaborative approach allows us to align our educational offerings with school needs and expectations, thereby enhancing the employability and professional readiness of our graduates. Through these efforts, we ensure that our curriculum not only meets academic standards but also addresses the practical requirements of the schools.<\/p>\n\n\n\n

                  2.4 The contribution made by each course in achieving the expected learning outcomes is shown to be clear.<\/strong><\/p>\n\n\n\n

                  Operational Result<\/strong><\/p>\n\n\n\n

                  the contribution made to each course in achieving expected learning outcomes is clear. To demonstrate that each course’s contribution to achieving the expected learning outcomes is clear, we have implemented several key practices.<\/p>\n\n\n\n

                    \n
                  1.  Course Mapping:<\/strong> Each course syllabus includes a mapping section that outlines how the course contributes to the program’s learning outcomes (PLOs), with specific course learning outcomes (CLOs) aligned with PLOs and Year Learning Outcomes (YLOs).<\/li>\n\n\n\n
                  2.  Detailed Course Rubrics:<\/strong> We use detailed rubrics for assignments and exams to highlight which learning outcomes are being assessed, ensuring transparency for students and instructors.<\/li>\n\n\n\n
                  3.  Curriculum Reviews:<\/strong> Regular curriculum review meetings with faculty and feedback from students, alumni, and external stakeholders help ensure that courses are effectively aligned with learning outcomes.<\/li>\n\n\n\n
                  4. Course Portfolios:<\/strong> Detailed course portfolios that document how each course contributes to the learning outcomes. These portfolios include syllabi, assessment samples, and summaries of student performance data.<\/li>\n\n\n\n
                  5.  Communication to Students:<\/strong> During student orientation and advising sessions, we clearly communicate the alignment of courses with program learning outcomes, and course guides explicitly link activities and assessments to these outcomes.<\/li>\n<\/ol>\n\n\n\n

                    These comprehensive practices ensure that the contribution of each course to achieving the learning outcomes is clear and well-documented, providing transparency and accountability in our program.<\/p>\n\n\n\n

                    2.5 The curriculum to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialised courses), and are integrated.<\/strong><\/p>\n\n\n\n

                    Operational Result<\/strong><\/p>\n\n\n\n

                    The B.Ed.-Science curriculum is meticulously designed to ensure that all courses are logically structured, properly sequenced, and fully integrated.<\/strong> The curriculum maps out skills, knowledge, and content systematically, enabling students to build on their previous learning experiences progressively. Starting with foundational courses, students are introduced to basic concepts, which are essential for understanding more complex ideas presented in intermediate and specialized courses.<\/p>\n\n\n\n

                    Each stage of the curriculum is carefully planned to ensure a gradual and coherent build-up of knowledge and skills.<\/strong> For instance, introductory courses in English language fundamentals and basic teaching methodologies lay the groundwork for more advanced topics such as educational psychology, advanced grammar, and literature analysis. As students move through the program, they encounter increasingly sophisticated content that requires the application of previously acquired knowledge.
                    The curriculum also emphasizes the integration of content and skills across different courses. This includes the logical and psychological requirements necessary for effective learning, a variety of learning modes such as lectures, workshops, and practical teaching experiences, and a continuity that connects each course to the next. This integrated approach ensures that students can see the connections between different areas of study and understand how they fit into the broader context of English language teaching.<\/p>\n\n\n\n

                    Furthermore, the curriculum includes prerequisite courses to ensure that students have mastered essential skills before advancing to more challenging material.<\/strong> For example, courses in basic linguistics and introductory pedagogy must be completed before students can enroll in specialized courses like curriculum design and classroom management. This prerequisite structure ensures that students are well-prepared and capable of handling advanced coursework.
                    To maintain the relevance and effectiveness of the curriculum, regular reviews and updates are conducted. These involve input from a diverse group of stakeholders, including professional organizations, employers, graduates, and current students. Their feedback helps to refine the curriculum, ensuring it meets the evolving needs of the education sector and prepares graduates for the demands of the job market.<\/p>\n\n\n\n

                    Overall, the B.Ed.-Science curriculum is a carefully crafted educational pathway that ensures students develop the necessary skills and knowledge in a logical, progressive, and integrated manner, fully preparing them for successful careers in science teaching.<\/p>\n\n\n\n

                    2.6 The curriculum to have option(s) for students to pursue major and\/or minor specialisations.<\/strong><\/p>\n\n\n\n

                    Operational Result<\/strong><\/p>\n\n\n\n

                    The Bachelor of Education program offers students the flexibility to pursue major and minor specializations, (Science, Mathematics and English)<\/strong> allowing them to tailor their education to their interests and career goals. In addition to offering a variety of majors, the Faculty of Education provides students with the opportunity to continue their studies overseas through our innovative 3+1 program. This program allows students to study for three years at our institution, St. Teresa International University, and spend their final year at one of our partner universities abroad.<\/p>\n\n\n\n

                    We have established partnerships with numerous local and international universities, enhancing the educational experience by providing a wide range of choices and opportunities for our students. These partnerships enable students to gain global perspectives, access diverse academic resources, and experience different educational environments. Our collaborations with esteemed institutions around the world ensure that our students receive a well-rounded and internationally recognized education.<\/p>\n\n\n\n

                    Moreover, the 3+1 program is designed to broaden students’ horizons, improve their language proficiency, and prepare them for the global job market. By spending a year abroad, students can immerse themselves in a different culture, expand their professional networks, and enhance their adaptability and problem-solving skills. This unique opportunity significantly enriches their academic and personal development, making them well-equipped to excel in their future teaching careers.<\/p>\n\n\n\n

                    2.7 The programme to show that its curriculum is reviewed periodically following an established procedure and that it remains up-to-date and relevant to industry.<\/strong><\/p>\n\n\n\n

                    Operational Result<\/strong><\/p>\n\n\n\n

                    The faculty’s curriculum development process is thorough and inclusive, incorporating input from various stakeholders to ensure its relevance and effectiveness. Committees tasked with curriculum development consist of experts from both inside and outside the university, bringing diverse perspectives and industry insights to the table. These committees meticulously review and update the curriculum based on the college’s established criteria, including its philosophy, objectives, structure, and course content standards.<\/p>\n\n\n\n

                    The curriculum development process is guided by rigorous standards and criteria to meet the ever-evolving demands of the education sector. Committee members collaborate to design a curriculum that not only meets these standards but also reflects current trends and best practices in Science Teaching. Additionally, they manage the curriculum documents, ensuring that they are accurate, up-to-date, and easily accessible to faculty and students.<\/p>\n\n\n\n

                    For instance, the approval of the new curriculum for the B.Ed. Program in Science Teaching, that has been fully implemented last June 2024, is a testament to the faculty’s commitment to maintaining high standards of education. This ongoing review and revision process demonstrate the faculty’s dedication to providing students with a curriculum that is not only academically robust but also relevant to the needs of the industry.<\/p>\n\n\n\n

                    Evidence<\/strong><\/p>\n\n\n\n

                    D_Evidence<\/strong><\/td>Name_Evidence<\/strong><\/td><\/tr>
                    2.1-1<\/td>TQF2 \u0e43\u0e19\u0e2a\u0e48\u0e27\u0e19\u0e02\u0e2d\u0e07\u0e04\u0e33\u0e2d\u0e18\u0e34\u0e1a\u0e32\u0e22\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23<\/a><\/td><\/tr>
                    2.1-2<\/td>\u0e40\u0e27\u0e47\u0e1a\u0e44\u0e0b\u0e15\u0e4c\u0e27\u0e34\u0e17\u0e22\u0e32\u0e25\u0e31\u0e22<\/a><\/td><\/tr>
                    2.1-3<\/td>\u0e42\u0e1a\u0e0a\u0e31\u0e27\u0e23\u0e4c<\/a><\/td><\/tr>
                    2.1-4<\/td>STIC Facebook<\/a>
                    STIC Twitter<\/a>
                    STIC Instagram<\/a>
                    STIC LinkedIn<\/a><\/td><\/tr>
                    2.1-5<\/td>\u0e42\u0e04\u0e23\u0e07\u0e2a\u0e23\u0e49\u0e32\u0e07\u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e15\u0e4d\u0e32\u0e41\u0e2b\u0e19\u0e48\u0e07\u0e40\u0e0a\u0e34\u0e07\u0e15\u0e23\u0e23\u0e01\u0e30\u0e02\u0e2d\u0e07\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e42\u0e1b\u0e23\u0e41\u0e01\u0e23\u0e21\u0e41\u0e2a\u0e14\u0e07\u0e44\u0e27\u0e49\u0e43\u0e19\u0e41\u0e1c\u0e19\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32\u0e43\u0e19 TQF2<\/a><\/td><\/tr>
                    2.1-6<\/td>\u0e17\u0e31\u0e49\u0e07\u0e43\u0e19\u0e27\u0e34\u0e0a\u0e32\u0e2b\u0e25\u0e31\u0e01\u0e41\u0e25\u0e30\u0e27\u0e34\u0e0a\u0e32\u0e23\u0e2d\u0e07\u0e21\u0e35\u0e15\u0e31\u0e27\u0e40\u0e25\u0e37\u0e2d\u0e01\u0e02\u0e2d\u0e07\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e17\u0e35\u0e48\u0e19\u0e31\u0e01\u0e40\u0e23\u0e35\u0e22\u0e19\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e40\u0e23\u0e35\u0e22\u0e19\u0e44\u0e14\u0e49 \u0e41\u0e2a\u0e14\u0e07\u0e43\u0e19 TQF2<\/a><\/td><\/tr>
                    2.1-7<\/td>TQF2 \u0e09\u0e1a\u0e31\u0e1a\u0e1b\u0e23\u0e31\u0e1a\u0e1b\u0e23\u0e38\u0e07 2568<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                    Self-Assessment<\/strong><\/p>\n\n\n\n

                    Requirements<\/strong><\/strong><\/td>Result<\/strong><\/strong><\/td>Score<\/strong><\/strong><\/td><\/tr>
                    2.1 The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all stakeholders.<\/td>\/<\/td>1<\/td><\/tr>
                    2.4 The contribution made by each course in achieving the expected learning outcomes is shown to be clear.<\/td>\/<\/td><\/tr>
                    2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes.<\/td>\/<\/td>1<\/td><\/tr>
                    2.3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders.<\/td>\/<\/td><\/tr>
                    2.5 The curriculum to show that all its courses are logically structured, properly sequenced and integrated.<\/td>\/<\/td>1<\/td><\/tr>
                    2.6 The curriculum to have option(s) for students to pursue major and\/or minor specialisations.<\/td>\/<\/td>1<\/td><\/tr>
                    2.7 The programme to show that its curriculum is reviewed periodically following an established procedure and that it remains up-to-date and relevant to industry.<\/td>\/<\/td>1<\/td><\/tr>
                    Overall<\/strong><\/strong><\/td>5<\/strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"menu_order":5,"comment_status":"open","ping_status":"closed","template":"","class_list":["post-17612","eds_report","type-eds_report","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=\/wp\/v2\/eds_report\/17612","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=\/wp\/v2\/eds_report"}],"about":[{"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=\/wp\/v2\/types\/eds_report"}],"replies":[{"embeddable":true,"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=17612"}],"version-history":[{"count":8,"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=\/wp\/v2\/eds_report\/17612\/revisions"}],"predecessor-version":[{"id":20648,"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=\/wp\/v2\/eds_report\/17612\/revisions\/20648"}],"wp:attachment":[{"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=17612"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}