The BU sponsored a study tour for students during the week of March 23. The ten students in the Afghan delegation will include social workers. During the week, the visitors will observe how treatment works at a model women and children’s addiction treatment center operated by Second Genesis, located in Upper Marlboro, Maryland. This effort is part of the BU society ’ Global Initiative to provide drug abuse treatment services for the specials needs of drug addicted women and their children living in Afghanistan. The 2nd study tour from 25 May to 27 May 2012, BU organized a 3-day study tour to conduct a survey on cities of Afghanistan (i.e Kandahar, Herat, Mazar – I – Sharif). The students were accompanied by instructors. The first destination was the Kandahar. Students visited were briefed on service sections working primarily on modern photogrammetric techniques, digital cartography methods and new technology of map printing. Students showed great interest and enthusiasm in old and new mapping techniques. They further studied and observed such techniques at Herat, Mazar e sharif. The trip was a great learning experience for the participants.
A gathering titled “Discussing Afghanistan University Students and Religious Scholars problems in afghanistan and their returning need” is going to be held in BU at 9:30 on Friday October 19th by the His Hazrat the great Ayatollah Makarem Shirazi office in Afghanistan affairs. Hundreds and hundreds of university students and religious scholars as attendances will benefit from the Ayatollah Makarem Shirazi plenipotentiary representative making speech and the rest of the programs. According to Afghan Voice agency (AVA) from Mashhad this is the first big gathering of its kind tasked with discussing Afghanistan university and Madrasa students, Tollab, in a wide scale where hundreds and hundreds specialists come together. All Afghanistan refugee Tollab, religious scholars and university students are invited by Ayatollah Makarem Shirazi office for Afghan refugees in Mashhad to take part in the seminar. Lots have been done to work on and expand the religious values and principles through getting most of the cooperation between university students and religious scholars since the great Ayatollah Makarem Shirazi appointed his plenipotentiary representative in Afghanistan. Valuable services hoped to be offered to Afghanistan nation by active roles played by university students and religious scholars and managed by His Hazrat the great Ayatollah Makarem Shirazi office in Afghanistan affairs.
The evaluation results are returned to the respective course convenor and their Academic Head (the Head of the department or school). Teaching staff carefully consider the responses to the ‘tick the box’ questions, and read the anonymous open-ended comments from students. It is the responsibility of teaching staff to judge how best to use the feedback in making adjustments and/or improvements to their course, teaching practices etc. In some departments meetings of all teaching staff are convened at the end of the academic year to discuss all evaluation results collectively, share approaches and ideas for improvement etc.
Teaching staff are strongly encouraged to tell students (either the current year if the evaluation results are available in time, or students who take the course the following year) what changes will/have been made in the course and its teaching as a result of what students have said in their feedback.
A summary of the evaluation results for each Faculty is also provided to the respective Dean. As mandated by the University’s Student Evaluation Policy, this summary includes a list of all courses who do not reach a minimum 70% ‘agree/strongly agree’ response level to the question ‘overall, I am satisfied with the quality of this course.’ The Dean discusses these courses in an annual meeting with the Deputy Vice-Chancellor (Academic). The Faculty reviews each course to determine what factors have contributed to the student rating, make improvements where necessary, and subsequently to see, through re-evaluation, if students rate the course more highly.
Where student evaluation results suggest a teaching staff performance issue, this is addressed by the responsible Academic Head, and may involve the Dean of the Faculty. All teaching staff have at least one formal performance review each year. The University devotes considerable resources to ongoing professional development of its staff in order to sustain and where necessary improve teaching practices.
The Teaching and Learning Quality Committee, which has student representation, also receives an annual summary of the student evaluation results.
One of two surveys is used to get student feedback on teaching and learning matters: • the ‘AUSSE’ (Australasian Survey of Student Engagement, which is done by several dozen universities), or • an internally-developed survey.The results of these surveys are presented to the University’s senior leaders and the Teaching and Learning Quality Committee, and detailed reports are given to each Faculty on the results for their respective students. The open-ended comments (with no individual identifiers) are read by both the Quality Coordinator and the faculties.
Each year, after the results of all evaluations and surveys are analysed, the Deputy Vice-Chancellor (Academic) and the University’s Quality Coordinator meet with each Faculty Dean and other faculty staff to review what students have said and what is planned in response.Faculties identify a number of priority initiatives that they will work on to improve the teaching and learning environment, and report on progress back to the Teaching and Learning Quality Committee.