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SELF ASSESSMENT REPORT CITY UNIVERSITY OF SCIENCE &INFORMATION TECHNOLOGY, PESHAWAR
SELF ASSESSMENT REPORT
CITY UNIVERSITY OF SCIENCE &INFORMATION TECHNOLOGY,
PESHAWAR
SELF ASSESSMENT REPORT
Masters in English Language and Applied
Linguisticsfaculty of English
08 May, 2015
Prepared by:
Program Team (PT)
Faculty of English
Reviewed and Edited by:
Assessment Team (AT)
Quality Enhancement Cell (QEC)
05 June, 2015
Table of Contents
Introduction……………….………………………………………………………….…………1
University Mission Statement…………………………………….………………….....1
Department of English Language and Literature……………….……………………1
Program Selected……………………………………………………………….......…...2
Program Evaluation……………………………………………………………………..2
Criterion 1: Program Mission, Objectives and Outcomes………...……………….....…3
Standard 1-1…………………………………………………………………………...…3
Program Mission Statement…………………..…………..………………….…3
Alignment of Program Objectives and University Mission Statement………4
Main Elements of Strategic Plan……………………………………………..…4
Program Contents………………………………………………………….….…4
Standard 1-2………………………………………………………………………...……5
Program Outcomes………………………………………………………………5
Standard 1-3………………………………………………….…………………......……6
Course Evaluation………………………………………………………….……7
Teachers Evaluation…………………………………………………………….8
M.A English Literature and Applied Linguistics Programme Strong and
Weak points………………………………………………………………….…...9
Significant Future Development Plans…………………………………….…10
Standard 1-4………………………………………………………………………...….11
Graduates/Undergraduates Enrolled in the Last 3 years…………...…..…11
Students Faculty Ratio………….…………………………………….…....….11
Average GPA/Semester………..…………………………………….………..11
Average Completion Time......………………………………………………...11
Employer Satisfaction…………..……………………………………………..11
Students Course Evaluation Ratio….......……………………………..….….12
Students faculty Evaluation………………..………………………….………12
Students/Teachers satisfaction…………..………………..…………….……12
Criterion 2: Curriculum Design and Organization……………………………………….13
Standard 2-1………………………………………………….…………………………13
Title of Degree…………..…………………………...…………….……………13
Definition of Credit Hours……….……………………………………….……13
Degree Plan…………………………..……………………….……………..…13
Courses Information……………….……………………………………….…15
Curriculum Break Up……………………………………………………….…20
Standard 2-2……………………………………………………………………………21
Courses vs Elements of Outcomes………………………………….………22
Standard 2-3……………………………………………………………………………23
Standard 2-4……………………………………………………………………………23
Standard 2-5……………………………………………………………………………23
Standard 2-6……………………………………………………………………………23
Standard 2-7……………………………………………………………………………23
Criterion 3: Laboratories and Computing Facilities……………………………………24
Standard 3-1…………..………………………………………………………………24
Standard 3-2………….………………………………………………………….……25
Standard 3-3……………………………………………………………………….….25
Criterion 4: Students Report and Advising…………………………………………..…26
Standard 4-1………….……………………………………………………………..…26
Standard 4-2………………………………….……………………………………..…26
Standard 4-3……………………………………………………………………...……26
Criterion 5: Process Control……………………………………………………………….28
Standard 5-1…………………………….…………………...…………………………28
Standard 5-2……………………………………………………………………………28
Standard 5-3……………………………………………………………………………29
Standard 5-4……………………………………………………………………………29
Criterion 6: Faculty………..………………………………………………………………….28
Standard 6-1……………………………………………………………………………28
Standard 6-2……………………………………………………………………………28
Standard 6-3……………………………………………………………………………29
Criterion 7: Institutional facilities….………………………………………………...…….28
Standard 7-1……………………………………………………………………………28
Standard 7-2……………………………………………………………………………28
Standard 7-3……………………………………………………………………………29
Criterion 8: Institutional support…………………….…………………………………….28
Standard 8-1……………………………………………………………………………28
Standard 8-2……………………………………………………………………………28
Standard 8-3……………………………………………………………………………29
Conclusion……………………………………………………...………………………
List of Annexures
Annexure A: Student Course Evaluation
Annexure B: Faculty Course Review
Annexure C: Graduating Student Survey
Annexure D: Faculty Survey
Annexure E: Alumni Survey
Annexure F: Faculty Resume
Annexure G: Teacher Evaluation Survey Annexure H: Assessment Team Finding
SELF ASSESMENT REPORT
Introduction
City University of Science and Technology (CUSIT) is a first private sector university,
chartered by the Government of Khyber Pukhtoonkhwa on August 30, 2001. The
university was established with a view to produce graduates of highest intellectual caliber
and is committed to promote and import quality education in the province through hard
work, dedication and devotion. CUSIT is running 06 Faculties/Departments on a single
campus in Peshawar city.
University Mission Statement
To advance knowledge, deliver affordable quality education, and provide conducive
learning environment of internationally recognized stature in science, technology and
other areas of scholarships that will best serve the nation and the humanity.
Department of English Language and Literature
Department of English language and Literature is running the following programs:
I. M.A English Language and Literature
II. Freshman English I, II and III for students of BBA and BCS
III. Functional English I, II and III for students of Engineering
Program Selected
M.A English language and Literature is the program selected for Self-Assessment Report
(SAR) for the year 2014-2015 under the Directives of HEC. The program has got inbuilt
mechanism for the revision of syllabus, has competent faculty and adequate
infrastructure. New and modern approaches, methods and techniques have been
introduced in the program to conduct research and quality teaching.
Program Evaluation
The program is being evaluated based on 8 criterion and 31 standards as given in the
Self Assessment manual provided by Higher Education Commission (HEC)
Criterion 1: program Mission, objectives and outcomes
Standard 1-1
The program must have documented measurable objectives that support
institution mission statements.
Program Mission Statement
The program reflects the noble mission of the university. The keynote of the mission is
qualitative improvement in teaching and producing graduates who can hold their own in
the face of 21st century and its global challenges. English, today, is accepted and
celebrated as a global necessity. The department has taken a balanced care of national
needs and international demands.
After completion of M.A two-year program, the learners will be able to:
1. Display substantial proficiency in oral and written English.
2. Demonstrate knowledge of the core linguistic and literary concepts and their
various applications.
3. Use critical concepts and terminology, both in literature and linguistic, with
understanding.
4. Express the ability to respond to and interpret a range of text type affectively.
5. Analyze individual texts and make comparisons between them.
6. Appreciate the significance of social and historical context in analyzing text.
7. Trace and recognize the major traditions in research on selected issues/themes.
8. Conduct a small scale research study in an area of interest.
9. Enhance their employability in various felids, such as media, communication,
teaching, CSS and other relevant fields.
Alignment of program objectives with program & university mission statement
University and program mission statement guide the program objectives of M.A English
program. It is done through imparting related linguistic and literary skills through quality
education which enables them to serve their organization and nation.
Main Elements of Strategic plan (Curriculum Design)
The main elements of CUSIT strategic plan for M.A English program are program course
content, delivery/teaching methodology and output evaluation. This educates and
prepares the students professionally and personally through conceptual understanding
and practical exposure.
Program Contents
M.A English program is offered once in a year in fall semester. The program consists of
total 4 semesters. M.A English program is comprised of 72+ credits hours.
Break up of courses is as follows:
Table 1: Courses Break up
S.No
Course Division Courses
Credit Hours
1. Language and Literature 06
18
2. Literature 18
54
Total 24
72
Course Duration : 2 years
Semesters : 04
Total Credit Hours: 72+
Semester duration: 18 weeks
No. of courses per semester: 06
Course load per semester: 18 weeks
Standard 1-2
The program must have documented outcomes for graduating students. It must be
demonstrated that the outcome support the program objectives and that
graduating students are capable of performing those outcomes.
Program Outcomes
The learners shall demonstrate:
1. Confidence, independence and ability to reflect critically.
2. Clear communication and presentation skills.
3. Detailed understanding and comprehension of a range of text types.
4. Use of critical concepts and terminology with understanding.
5. Ability to think independently and creatively.
6. Ability to conduct responsible research.
7. Skills for lifelong learning.
Program objectives and outcomes matching is shown in table 2
Table 2: Matching the program objectives and outcomes
Program Objectives
Program outcomes
1 2 3 4 5 6 7
1 X X X
2 X X X
3 X X
4 X X
5 X X X
6 X X X
7 X
8 X X
9 X X
Standard 1-3
The result of program is assessment and the content to which they are used to
improve the program must be documented.
The result of the program assessment is shown below in graphical charts for courses
evaluation and teachers’ evaluation.
Course Evaluation
Following is the list of courses that have been evaluated by the students along with their
course names and graded scores
Students have graded the course against the course structure, teaching methodology,
learning objectives and outcomes and practical implementation of theory. The total
graded marks are 5. The sample shows the results for one course only. See Annexure
(course evaluation survey) for sample course and evaluation results.
Teachers Evaluation
The teachers that were evaluated are shown in Annexure H.
Course Evaluation
The teachers were evaluated by students as according to their lecturer preparation,
punctuality, subject knowledge, general behavior, and teaching methodology. See
Annexure H for sample teacher evaluation results.
M.A English Literature and Applied Linguistics Programme Strong and Weak
points
The program of M.A English Literature and Applied Linguistics has been designed in a
way that students are given quality education in order to meet the present market needs
and also to meet the challenges of the modern world.
Strong and weak points:
Strong points:
Strong motivation to the faculty and the students
Well qualified and devoted faculty. Most of them are MPhil and PhD scholars.
Students are provided maximum opportunities to use language and develop their
language skills.
Class discussions, group work, pair work, presentations and other techniques of
communicative approach are used in the class.
Practical involvement of the students is paramount.
The class activities are student centered.
Enthusiastic participation of the students in co-curricular activities like seminars,
debates, essay competition, and quiz competition.
Weak points:
The level of proficiency in language and communication skills is not very high.
The stuff we get is not of good quality.
Most of the M.A students are not full time and they do jobs in the morning.
Transport service needs improvement.
Significant Future Development plans
The targets envisaged are:
Introduction of BS English Program especially tailored to the needs of students
appearing in competitive exams.
Introduction of Diploma in English language preparing students for IELTS.
Future development of communicative skills in Freshman courses to help the
students in coping with requirements of mainstream programs.
A Diploma program in English teaching.
Establishment of language Laboratory.
M.Phil and PhD programs.
Standard 1-4
The department must assess its overall performance periodically using
quantifiable measures.
Graduates/undergraduates enrolled in the last three years.
54 students enrolled during the session 2014-2015 in M.A English program.
Students Faculty Ratio
Faculty student ratio is 19:1.
Average GPA/Semester
CGPA per semester is 1.54on the average.
Average Completion Time
Two years is the average completion time for M.A English.
Students Course Evaluation Rate
See Annexes A for details
Students Faculty Evaluation
QEC staff conducted the teachers’ evaluation to ensure unbiased feedback from
students. Details can be seen in Annexure G.
Students/Teachers Satisfaction
According to HEC standards, a stable ratio for the academic and administrative non-
technical is maintained by the faculty of English department.
Students’ and teachers’ satisfaction is judged in a number of ways, but mainly following
the HEC standards, for students this is done by faculty as well as QEC staff by
conducting in-class discussions to know students; views through feedback provided by
them on HEC Performa number 1. While teachers’ satisfaction is judged using the HEC
defined Performa number 5 and their views during in-person discussions with QEC staff.
Criterion 2: Curriculum Design and Organization
Title of the Program
M.A English
Definition of the Credit Hour
1 credit hour of theory in a week.
Degree Plan
In M.A English program the list of Core Courses taught is as under:
Table 3: List of Core Courses
Core Courses
S. No Code Course Title Credit Hours
1 ENG- 402 Poetry I 3
2 ENG- 403 Applied Grammar 3
3 ENG-405 Criticism I 3
4 ENG-406 Novel I 3
5 ENG-407 Prose I 3
6 ENG-408 Drama I 3
7 ENG-411 Poetry II 3
8 ENG-412 Oral Communication 3
9 ENG-418 English language Teaching I 3
10 ENG-504 Novel II 3
11 ENG-505 Criticism II 3
12 ENG-506 Poetry III 3
13 ENG- 507 Prose II 3
14 ENG-508 Drama II 3
15 ENG-510 Poetry IV 3
16 ENG-514 History of English Literature I 3
17 ENG-515 History of English Literature II 3
18 ENG-519 English Language II 3
List of University Electives
19 ENG-415 Language and Linguistics I 3
20 ENG-417 Introduction to English literature I 3
21 ENG-516 Language and Linguistics II 3
22 ENG-518 Introduction to English Literature II 3
23 ENG-529 Phonetics and Phonology 3
24 ENG-522 Syntax and Writing Skills 3
Courses Information
History of English Literature- I
History of English literature- II
Objectives
One of the objectives of this course is to inform the readers about how historical and
socio-cultural events influence English literature. Although the scope of the course is
quite expansive, the readers shall focus on Anglo-Saxon period. In its broader spectrum
the course covers a reference to the multiple factors from economic theories to religious,
philosophical and metaphysical debates. It also includes Modernism and post-
Modernism.
Reference Books
1. Long William J (2006) English literature: Its history and significance for the life of
English speaking world.
2. Evans, Ifor (1976) A short history of English Literature.
3. Dachies, David (1961) A critical history of English literature.
Literary Criticism- I
Literary Criticism-II
Objectives
This course aims to understand the historical background to Literary criticism, exploring
its development in the light of some contemporary viewpoints. Its focus is on the poetic
and dramatic form in order to highlight some significant trends and concepts around
poetry, imagination and tradition.
Reference Books
1. Vincent B. Leitch (General Editor) The Norton Anthology of theory and criticism.
2. K.M.Newton, ed (1998) Twehtieth Century Literature.
3. Raman Seldent Peter Widdowson (1993) A ReadersGuide to Contemporary
Literature.
Language and Linguistics-I
Language and Linguistics- II
Objectives
The aim of this course is to introduce students to the basic concepts of language which
have immediate relation to their ordinary as well as academic life. The core components
of Linguistics like phonology, morphology, syntax, semantics, discourse and pragmatics
will also be introduced through this course.
Reference Books
1. Aitchison, J (2000) Linguistics. Treat yourself Books.
2. Akmajcan, A, Demers, R.A, farmer, A.K &Harmish, R.M (2001)
Linguistics: An introduction to Language and communication. Massachusetts.
Phonetics and Phonology
Objectives
The course aims to build on the background knowledge of phonological description and
theory in order to explain the theories of the principles regulating the use of sounds in
spoken language, train students in the skills of transcribing spoken language particularly
English; and examine cross-linguistics similarities and variation in sounds particularly
English and Urdu.
Reference Books
Roach, P (2000) English Phonetics and Phonology:
1. A practical course. Cambridge
2. Kenworthy J (1987) Teaching English pronunciation. Longman
Applied Grammar
Objectives
The objective is to introduce the students to some basic concepts of English Grammar to
enable them to understand, analyse and enhance their own grammatical competence
and how to teach grammar.
Reference Books
1. Harmer, J (1993) Teaching and learning grammar, London: Longman.
Oral Communication
Objectives
To enable the students to meet their real life communication needs.
Reference Books
1. Mandel, S, 2000. Effective presentation skills: A Practical Guide to Better
Speaking.
2. Hargie, O. (ed) Handbook of Communication Skills.
Poetry I, II, III, IV
Objectives
To focus on a generic-specific historical development.
To perceive poetry on refined commentary on the aesthetic concerns of its time.
To develop keen awareness of poetic language and tone.
Reference Books
1. Chaucer: Prologue to Canterbury Tales
2. Spencer: The Faerie Queen
3. Milton: paradise Lost (Book 1)
4. John Donne: Metaphysical Poetry: Love and Divine poems
5. Alexander Pope: Rape of the Lock (canto 1)
6. Dryden: Absalom and Achitophel.
Novel I& II
Objectives
The objective of this course is to enable the students to have full views of 18th and 19th
century Novel which is rich in diversity, creativity and popular appeal.
Reference Books
1. Allen, Walter: The Rise of the Novel London: Penguine
2. Allen, Walter: The English Novel London: Penguine
Drama I & II
Objectives
The course will present some classic plays which have influenced the development of
English drama. It will represent various forms for example tragedy and comedy and their
variations. The socio-cultural aspects of society reflected in the drama of the selected
ages will also be highlighted.
Reference Books
1. Bradely, A.C (1929) Shakespearean Tragedy
2. Patrick Cheney (2004) The Cambridge Companion to Christopher Marlowe
3. Danby, John F (1949) Shakespeare’s Doctrine of Nature. London
English Language Teaching I & II
Objectives
This course combines the principles of ELT with practice to enable students to see and
perpetuate a model of classroom interaction and effective teaching. The aim is to enable
the students to understand the theory and practice of ELT with an opportunity to examine
and understand the problems of ELT in Pakistan.
Reference Books
1. Hamer. J (1998). How to teach English. London. Longman.
2. Holiday. A (1994). Appropriate Methdology and Social context Cambridge:CUP
3. Harmer. J (2003) Practice of English language Teaching. London. Longman
Prose I & II
Objectives
The variety of Prose writings included in the course with the students to understand the
helpful features of prose. The course will also be helpful for students in providing them
with first class models of essay to improve their writing skills. The selection of the authors
in chronological and starts with Bacon.
Reference Books
1. Walker, Hugh. The English essay and essayist. S. Chand & Co. Delhi, 1959
2. Shoeman, R (Ed) Bertrand Russell, Philosopher of the Century. 1967
Curriculum Break Up
Table 4: Semester Wise Curriculum Break Up
Semester
Number of Courses
Category
Core Courses Electives/Others
1 6 5 1
2 6 5 2
3 6 5 1
4 6 4 2
Standard 2-1
The curriculum must be consistent and supports the programs objectives.
Table 5: Curriculum vs Program Objectives
COURSES GROUPS
OBJECTIVES
1 2 3 4 5 6 7 8 9
Core Courses
X X X X X X
Elective Courses
X X X X X X
Core Courses: Poetry I, Applied Grammar, Criticism I, Novel I, Prose I, Drama I, Poetry
II, Oral Communication, English Language Teaching I, Novel II, Criticism II, Prose II,
Drama II, Poetry IV, History of English Literature I, History of English Literature II,
Language and Linguistics I.
Elective Courses: Language and Linguistics I, Introduction to English Literature I,
Language and Linguistics II, Introduction to English Literature II, Phonetics and
Phonology, Syntax and Writing Skills.
Standard 2-2
Theoretical background and problem analysis must be design must be stressed
within the program’s core material.
Table 6: Courses vs Elements of Outcomes
Elements Courses
Literature Background
Poetry I, Applied Grammar, Criticism I, Novel I, Prose I, Drama I, Poetry II, English Language Teaching I, Novel II, Criticism II, Prose II, Drama II, Poetry IV, History of English Literature I, History of English Literature II
Linguistics Analysis Language and Linguistics I, Oral Communication, Introduction to English Literature I, Language and Linguistics II, Introduction to English Literature II, Phonetics and Phonology, Syntax and Writing Skills.
Standard 2-3
The curriculum must satisfy the core requirements for the Program as specified by
the respective accreditation body.
M.A English program is under accreditation by the HEC. Minimum requirements for each
program (Program Semester Credit Hours)
Table 7: Program Credit Hours
Program Literature Topics Language and Literature Topics
Total
M.A English 54 Cr Hrs
18 Cr Hrs
72 Cr Hrs
Standard 2-4
The curriculum must satisfy the major requirements for the program or specified
by the respective accreditation body.
Same as Standard 2-3
Standard 2-5
The curriculum must satisfy general education, arts and professional and other
discipline requirements for the program as specified by the respective
accreditation body.
Same as standard 2-3 and Standard 2-1 as defined above.
Standard 2-6
Information technology component of the curriculum must be integrated
throughout the program.
A decision has been made by the Department of English to include a 3 credit hour course
of Computer Application will be included in M.A English program from Fall semester
2014. It will enable the students to use the tools and techniques of Information
Technology which will be of great help in their efficient professional performances.
Standard 2-7
Oral and written communication skills of the students must be developed and
applied in the program. The program of M.A English includes courses which develop
communication skills. These courses include:
Oral communication
Writing skills
Applied Grammar
Linguistics (2 courses)
The total of credit hours is 12.
CRITERION 3: LABORATORIES AND COMPUTING FACILITIES
CUSIT has established multiple laboratories for students to practice their learning
outcomes. The following laboratories are available to the students of M.A English.
1. Computer Lab 1
2. Computer lab 2
The details about laboratories are as under:
Table 8: Laboratories Report
Lab Title Computer Lab 1 Computer Lab 2
Location andArea Floor A Floor B
Objectives Providing students with a facility to practice software application and programming.
Providing students with a facility to practice software application and programming.
Application Audio-visual Aids and teaching materials in Language and Literature are made available through computers
Audio-visual Aids and teaching materials in Language and Literature are made available through computers
Standard 3-1
Laboratory manuals/documentation/instructions for experiments must be available
and easily accessible to faculty and students.
Laboratory In-Charge is the custodian of all the manuals and instructions concerning his
laboratory, in addition to that its copies are available with program coordination for ease
of faculty members and students. These manuals and instructions are issued to persons
concerned through a defined process and proper record is maintained.
Standard 3-2
There must be support personal for instruction and maintaining the laboratories.
Two staff members are authorized in each laboratory, laboratory in-charge and
laboratory attendant. Laboratory in-charge is responsible for overall maintenance of
laboratory including manuals and instructions, while laboratory attendant is responsible
to maintain the laboratory equipment and general duties within the laboratory.
Standard 3-3
The university computing infrastructure and facilities must be adequate to support
program’s objectives.
The computer laboratories are equipped with latest computers and equipment. The
program objectives are that students shall be equipped with IT skills at the end of the
program. So facilities provided in the laboratories are sufficient enough to achieve the
program objectives.
CUSIT is running Management information system that facilitates not only the faculty
members in maintaining the examination schedules, attendance records, time tables,
students’ data, but also students and other faculties, administration and management
staff.
CRITERION 4: STUDENT REPORT AND ADVISING
Since the launch of CUSIT in 2001, the culture here is very interactive in term of teacher
student interaction even after the classes and apart from academic counseling, like
seeking advices in extracurricular activities, going abroad for higher education or for jobs
etc. this aspect is even highlighted in HEC Performa 10, which is feedback from student
and is collected by QEC in the university.
Standard 4-1
Courses must be offered with sufficient frequency and number for students to
complete the program in a timely manner.
In order to obtain the program’s defined objectives and outcomes, electives courses are
offered in a logical manner that grooms the students.
Standard 4-2
Courses in the major areas of study must be structured to ensure effective
interaction between students, faculty and teaching assistants.
Courses are structured in the board of studies before start of each semester. Faculty
members frequently interact with each other and with the students and appreciating
students to participate in providing the feedback about the course contents during and
after the classes
Standard 4-3
Guidance on how to complete the program must be available to all students and
access to qualified advising must be available to make course decisions and
career choices.
Students have gone through induction week, in which they are informed about the
courses, procedures, requirements of the courses their faculty members by coordinator
and QEC staff. Coordinator guides the students to choose the appropriate courses and
also provide guidance on different issues and share some experiences of the old
students. He also maintains the list of the guidance points provided to the students
during the semester and program and is being evaluated at the end of the program to
necessary improvement.
Students Service Officer Affairs provide professional counseling to the students and
students can get in touch with him when needed.
CRITERION 5: PROCESS CONTROL
Standard 5-1
The process by which students are admitted to the program must be based on
qualitative and quantitative criteria and clearly documented. This process must be
periodically evaluated to ensure that it is meeting its objectives.
The admission is done once a year i.e. fall. The program has well defined admission
criterion, which include the admission test and student marks at different levels.
Admission is granted strictly on the basis of academic record, admission test and
interview and student with 14 years of education is eligible for the program.
Students from accredited universities are eligible to transfer their credit into CUSIT
program. In this regard student must submit full course curriculum and internal evaluation
certificate of each subject from last institute and duly signed by Dean/HoD/Principal.
Student’s application in this regard are dealt on case to case basis. Each and every such
application must be discussed in board of studies to evaluate them and make decisions.
The admission criterion is evaluated every 2 years by the board of faculties and
academic council with the HEC standards at the top. Minor internal adjustments
regarding admission test result weight-ages or test contents are made.
Standard 5-2
The process by which students are registered in the program and monitoring of
students’ progress to ensure timely completion of the program must be
documented. This process must be periodically evaluated to ensure that it is
meeting its objectives.
After completing the admission process the student’s name is forwarded to registrar
office in order to get a registration number.
Students are evaluated through assignments, seasonal presentations, mid-term exam
and final exam at the end of each semester. The laboratory work is done on regular basis
as per schedule and contributes significantly towards the student’s evaluation for relevant
course. Only successful students in each semester are allowed to join the next semester.
Standard 5-3
The process of recruiting and retaining highly qualified faculty members must be
in place and clearly documented. Also processes and procedures for faculty
evaluation, promotion must be consistent with institution mission statements.
These processes must be periodically evaluated to ensure that it is meeting with
its objectives.
Vacant and newly created positions are advertised in national newspapers, applications
are received by the registrar office, scrutinized by the respective Deans and call letters
are issues to the short listed candidates on the basis of experiences, qualification,
publications as determined by the university in the light of HEC standards.
The candidates are interviewed by the university selection board and approved by board
of governors. Faculty members are retained by giving them good remuneration, teaching
environment, research facilities and management support.
Faculty members’ performance is evaluated on yearly basis, on basis of
HEC Performa number 10 with the help of students, Dean’s
recommendations and with a counter signature of Vice Chancellor. The
annual increment also based on the recommendation of the Dean and Vice
Chancellor.
Standard 5-4
The process and procedures used to ensure that teaching and delivery of course
material to the students emphasizes active learning and that course learning
outcomes are met. The process must be periodically evaluated to ensure that it is
meeting its objectives.
This is semester based program and student’s progress is evaluated through
examination at the end of the semester and it continues till the end of the 4thsemester,
which is the final semester are announced on the basis of their assignment results and
examination results.
CRITERION 6: FACULTY
Standard 6-1
There must be enough full time faculties who are committed to the program to
provide adequate coverage of the program areas/courses with continuity and
stability. The interests and qualifications of all faculty members must be sufficient
to teach all courses, plan, modify and update courses and curricula. All faculty
members must have a level of competence that would normally be obtained
through graduate work in the discipline.
Table 9: Areas of Specialization vs. Numbers Faculty
Program area of specialization
Number of faculty members in each area
Literature 4
Language & Linguistics
2
Total 6
Standard 6-2
All faculty members must remain current in the discipline and sufficient time must
be provided for scholarly activities and professional development. Also, effective
programs for faculty development must be in place, Effective Programs for Faculty
Development.
Faculty concurrency in the discipline is determined based on the criterion set by the
university in the light of HEC guidelines. Each and every faulty member submits their
professional resumes on HEC Performa number 9 once in a year and is attached in
Annexure G. This information is compared with the existing criterion set by university for
the concurrency of the post.
In order to perform scholarly activities and improve their knowledge and skills, all the
faculty members are allocated teaching hours as per HEC defined limit.
Faculty members are provided with adequate resources for research and academic
activities. Every faculty members has been provided with computer system and access to
the internet, in addition to that must have access to the library resources and journal if
subscribed. Professional training is also provided to the faculty if required to enhance
their capabilities.
Standard 6-3
All faculty members should be motivated and have job satisfaction to excel in their
profession
Faculty members are motivated by documented appreciation by Dean Faculty on regular
basis.
HEC Performa 5 indicates the mix reaction of the faculty, which further indicates that
teaching load distributed must be even and more relaxed environment be generated.
Result in Annexure D.
Criterion 7: Institutional Facilities
Standard 7-1
The institution must have the infrastructure to support new trends in learning such
as e-learning.
CUSIT has provided with an e-learning facilities to both faculty and students. Each and
every faculty member has a computer system with access to internet and e-learning
library section. Number of computers installed in the library for the students to access the
e-learning section. All the computers installed in the laboratories and of high specs, i.e.
Core i3 with the inclusion of software as according to the needs and requirements of the
students.
Standard 7-2
The library must possess an up-to-date technical collection relevant to the
program and must be adequately staffed with professional personnel.
CUSIT library has enough technical books in hard copies to support the program
learning. Library with staff of three professionals help students and faculty members to
get access to the books or learning material efficiently.
Standard 7-3
Class-rooms must be adequately equipped and offices must be adequate to enable
faculty to carry out their responsibilities.
There are two floors, A and E, dedicated to classrooms and each classroom is centrally
air conditioned and equipped with computer and multimedia and access to the internet
with backup electricity generators and UPS. Program faculty offices are centrally air
conditioned with computer and access to internet and resources.
CRITERION 8: INSTITUTIONAL SUPPORT
Standard 8-1
There must be sufficient support and financial resources to attract and retain high
quality faculty and provide the means for them to maintain competence as
teachers and scholars.
CUSIT allocates enough financial resources each year to hire competent faculty as
required. In standard 5-3, it is listed that faculty members can be retained by giving them
good remuneration, favorable reaching environment, research facilities and management
support.
As listed in standard 6-2, faculty members are provided with adequate resources for
research and academic activities to maintain their competence. Every faculty member
has been provided with computer and access to the internet; in addition to that faculty
members also have access to library resources for academic and research purposes.
Professional training is also provided to the faculty to enhance their capabilities if
needed.
Standard 8-2
There must be an adequate number of high quality graduate students.
CUSIT is following the HEC guidelines for admission in this program. The total graduate
students during the last year is 18, faculty to graduate student’s ratio for the last year is in
the range of 19:1.
Standard 8-3
Financial resources must be provided to acquire and maintain Library holdings,
laboratories and computing facilities.
CUSIT library is holding more than 12000 books, for all programs. Library is equipped
with sufficient computer for students. More than 100 students capacity exists in the
library with silence area in the cabin and common area, with the facility of the internet.
Computing facility at CUSIT is too good for providing learning platform for the students.
As mentioned earlier that there are two dedicated computer Laboratories for business
students.
Conclusion
The Self Assessment Report of the M.A program of the English Department, CUSIT, and
Peshawar is a valuable document which gives a fair evaluation of the program. The
Management is striving hard to deliver quality education. Every effect is made to improve
the infrastructure for a conductive environment for students. The Faculty is also focused
on imparting quality education and conduct of quality research. The faculty and the
students are strongly motivated and deeply involved in curricular and co-curricular
activities. The Report has been prepared in light of 8 criterion and 31 standards given in
HEC Self Assessment manual.
The strong areas and weaknesses have been clearly identified. The string areas are
quality education, a balanced and fair system of examinations, transparent admission
and recruiting policy, a balanced student teacher ratio are some of the strong areas. The
number of courses, credit hours, class attendance, and semester promotions are well
regulated. A pleasant variety in the academic activities keeps the students deeply
involved. The efficiency of all the strategies was found to be satisfactory. Transport
system needs further improvement and the need of refresher courses for the fresh faculty
cannot be over emphasized.
Annexures
Annexure A Student Course Evaluation Annexure B
Faculty Course Review Annexure C Graduating Student Survey
Annexure D Faculty Survey
Annexure E Alumni Survey
Annexure F Faculty Resume
Annexure G Teacher Evaluation Survey
Annexure H Assessment Team Finding
