Table of Contents - KJM UGM

Transcription

Table of Contents
Table of Contents ............................................................................................................. i
List of Table ................................................................................................................... iii
List of Figures.................................................................................................................. v
INSTITUTIONAL SUMMARY ......................................................................................... vi
EXECUTIVE SUMMARY ............................................................................................... vii
CHAPTER I ..................................................................................................................... 1
CHAPTER II .................................................................................................................... 6
2.1
Program Contents ............................................................................................. 6
2.2 Program Specification ......................................................................................... 11
2.3 Program Organization ......................................................................................... 11
2.3.1 Program Distribution ..................................................................................... 12
2.3.2 Community Service....................................................................................... 22
2.3.3 Final Project.................................................................................................. 22
2.4
Didactic Concept and Teaching-Learning Strategies ....................................... 25
2.5
Student Assessment ....................................................................................... 28
2.5.1
Admission Requirements ......................................................................... 28
2.5.2
Attendance ............................................................................................... 29
2.5.3
Examinations and Assessments............................................................... 29
2.5.4
Evaluation ................................................................................................ 30
2.5.5
Statement of Achievements at Graduation ............................................... 32
2.5.6
Declaration of Candidacy ......................................................................... 32
2.5.7
Graduation ............................................................................................... 33
2.5.8
Policy on Code of Ethics and Discipline ................................................... 33
CHAPTER III ................................................................................................................. 34
3.1
Quality of Staff and Support Staff .................................................................... 34
3.2
Internal Quality Audit ....................................................................................... 41
3.3
Quality of Supporting Staff .............................................................................. 44
3.4
Student Quality................................................................................................ 45
3.5
Student Advising and Support ......................................................................... 46
3.6
Facilities and Infrastructure ............................................................................. 47
3.6.1
Buildings .................................................................................................. 47
3.6.2
Reference Room ...................................................................................... 49
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3.6.3
Internet Facilities and Teleconference ...................................................... 51
3.6.4
Laboratories ............................................................................................. 51
CHAPTER IV................................................................................................................. 60
4.1
QA of Teaching and Learning ............................................................................. 60
4.1.1 IQA System at UGM ........................................................................................ 60
4.1.2. Transparency of the assessment system ......................................................... 63
4.2
Student Evaluation ............................................................................................. 64
4.3
Curriculum Design .............................................................................................. 73
4.4.
International Collaboration .................................................................................. 74
4.4
Staff Development Activities ............................................................................... 77
4.5
Feedback from Stakeholders .............................................................................. 77
CHAPTER V.................................................................................................................. 78
5.1
Graduate Profile ................................................................................................. 79
5.2
Pass rate and Drop-out rate................................................................................ 80
5.3
Average Time to Degree ..................................................................................... 81
5.4
Employability ...................................................................................................... 82
CHAPTER VI................................................................................................................. 83
6.1 Opinion – Student.................................................................................................... 83
6.2 Opinion – Alumni ..................................................................................................... 83
6.3 Opinion – Labour market ......................................................................................... 83
6.4 Opinion – Society .................................................................................................... 84
CHAPTER VII............................................................................................................... 85
7.1. SWOT Analysis ...................................................................................................... 85
7.2. Quality Plans for the coming years ......................................................................... 87
REFERENCES.............................................................................................................. 92
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List of Table
Table 2.1 Number of Students in Schemes B and D (from 2006/2007 to 2009/2010) .......... 10
Table 2.2 Number of Students in Scheme C (from 2006/2007 to 2009/2010) ...................... 10
Table 2.3 List of Courses..................................................................................................... 13
Table 2.4 CURRICULUM 2006 Scheme A .......................................................................... 17
Table 2.5 CURRICULUM 2006 Scheme B .......................................................................... 18
Table 2.6 CURRICULUM 2006 Scheme C .......................................................................... 20
Table 2.7 CURRICULUM 2006 Scheme D .......................................................................... 21
Table 2.8 Credit Weight....................................................................................................... 22
Table 2.2 Maximum Study Load .......................................................................................... 27
Table 3.1 CE faculty members ............................................................................................ 34
Table 3.2 Lecturers studying for higher degrees.................................................................. 34
Table 3.3 Total of Faculty Members .................................................................................... 35
Table 3.4 Countries of latest education ............................................................................... 35
Table 3.5 Human Resource Development Plan ................................................................... 36
Table 3.6 Innovative Works by CE faculty members............................................................ 38
Table 3.7 Textbooks by CEED faculty members ................................................................. 38
Table 3.8 Internal Quality Audit Assessment 2007-2009 ..................................................... 42
Table 3.9 Internal Quality Audit Assessment 2010 .............................................................. 43
Table 3.10 CEED employees .............................................................................................. 44
Table 3.11 Employees’ Training and Courses ..................................................................... 45
Table 3.12 Applicants accepted in SP-CE ........................................................................... 46
Table 3.13 Facilities in CEED-UGM buildings...................................................................... 48
Table 3.14 Types and Availability of Reference Materials ................................................... 49
Table 3.15 Recap of Available Reference Materials ............................................................ 50
Table 3.16 Software in CEED-UGM .................................................................................... 57
Table 3.17 Total of lecturers in each laboratory ................................................................... 59
Table 4.1 Conceptual Framework of Quality Assurance at UGM ......................................... 60
Table 4.2 SP-CE Achievements .......................................................................................... 62
Table 4.3 Courses in the CEED-UGM Computational Laboratory........................................ 67
Table 4.4 List of Activities by CE Student’s Association ...................................................... 69
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Table 5.1 Graduates’ GPAs and Percentages ..................................................................... 79
Table 5.2 Recap of SP-CE drop-outs .................................................................................. 81
Table 5.3 Profile of SP-CE graduates 2007-2010 ................................................................ 81
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List of Figures
Figure 3.1 Human Resource Development Plan.................................................................. 36
Figure 3.2 Monitoring graphic of student’s academic performance ...................................... 40
Figure 3.3 Spider-graph of Internal Quality Audit 2007-2009 ............................................... 43
Figure 3.4 Spider-graph of Internal Quality Audit 2010 ........................................................ 44
Figure 3.5 Totals of Applicants and those accepted in comparison ..................................... 46
Figure 3.6 Ground Plan of the CEED-UGM and Faculty of Engineering .............................. 48
Figure 5.1 Graduates‘cumulative GPAs from academic year 2005/2006 to 2009/2010 ....... 79
Figure 5.2 Percentages of graduates’ cumulative GPAs from academic year 2005/2006
to 2009/2010 .............................................................................................................. 80
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UNIVERSITAS GADJAH MADA
FAKULTAS TEKNIK
JURUSAN TEKNIK SIPIL dan LINGKUNGAN
INSTITUTIONAL SUMMARY
Study Program (SP)
Department
Faculty
University
Address
: Civil Engineering (Bachelor Program)
: Civil and Environmental Engineering (CEE)
: Engineering
: Universitas Gadjah Mada (UGM)
: Jalan Grafika No. 2 Kampus UGM Yogyakarta
telp. +62 274 545675
facs. +62 274 545676
Person in Charge
Name
Position
: Prof. Dr. Ir. Bambang Triatmodjo, DEA.
: Head of Civil and Environmental Engineering Department,
Universitas Gadjah Mada
(CEED-UGM)
Name
Position
: Prof. Ir. Sigit Priyanto, M.Sc., Ph. D.
: Chairman of the Task Force
Head of Department
,
Date
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vi
EXECUTIVE SUMMARY
The Civil and Environmental Engineering Department, Universitas Gadjah Mada
(CEED-UGM) has a strong commitment to becoming a reliable educational institution in
the spectrum of the civil and environmental engineering discipline. It offers an
educational program which aims at producing competent graduates of high quality with
skills of creative thought and critical analysis, strong personality, and awareness of the
lifelong process of education and the need for continued professional growth. The
Department is committed to the development of a professional program in analysis,
design, construction, supervision, and maintenance of infrastructure needed for dealing
with environmental concerns. The CEED-UGM is responsible for the establishment and
advancement of the civil and environmental engineering science, and is open to various
forms of cooperation with other institutions that bring mutual benefits.
The department sets itself the vision to be an internationally recognized higher
educational institution in civil and environmental engineering, placing emphasis on
academic excellence and research excellence, meeting international standards of
quality, and producing academically qualified graduates, culturally enlightened citizens
with professional integrity and dedication to the needs of society and human welfare.
To achieve the vision, students of the Study Program in Civil Engineering (SPCE) are academically prepared with a specially designed curriculum which incorporates
an additional feature referred to as the 3 + 1 program. This program enables students to
have a wider range of competencies because it is tailored to their needs, interest, and
abilities thereby helping them to become successful agents of change in their future
careers. The first three years is thus dedicated to deepening and expanding their
fundamental knowledge base in civil and environmental engineering and the remaining
one year focuses on gaining and developing their additional competencies.
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CHAPTER I
Goals and Objectives/Expected
Learning Outcomes
The Civil and Environmental Engineering Department of Universitas Gadjah
Mada (CEED-UGM) is one of eight departments in the Faculty of Engineering. Founded
on February 17, 1946, several months after the Indonesian Declaration of Independence
(1945), CEED-UGM is even older than the University (1949). It was incorporated into
UGM on December 19, 1949.
The Study Program in Civil Engineering (SP-CE) is one of the educational
programs conducted by CEED-UGM along with the Postgraduate Program in Civil
Engineering, the Master’s Program in Transportation System and Engineering, the
Doctoral Program in Civil Engineering, and the Diploma Study Program in Civil
Engineering.
The Department sets itself the vision to be an internationally recognized higher
educational institution in civil and environmental engineering, placing emphasis on
research and education, meeting international standards of quality, and producing
academically qualified graduates with professional integrity and dedication to the needs
of society.
In keeping with the above vision, the missions to be accomplished are as follows:
1. To provide for an educational program that equips students with expertise in civil
engineering.
2. To conduct research that contributes to the advancement of science and
infrastructure technology, particularly relating to planning, design, implementation,
operation and maintenance.
3. To carry out community service through the involvement of all elements of the
academic community and the participation of stakeholders.
4. To work out and maintain co-operative arrangements with educational and research
institutions, the government, the business world, and the general public.
5. To foster a sustainable development of the departmental organization with a view to
becoming an institution par excellence with an international reputation.
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6. To improve the management of the department so as to make it transparent and
accountable, and help to enhance the performance of the staff.
CEED-UGM has a strong commitment to becoming a reliable and reputable
educational institution in the spectrum of the civil and environmental engineering
discipline. It offers an academic program which aims at producing graduates of high
quality with skills of creative thought and critical analysis, with great strength of character
and awareness of the lifelong process of education and continued professional growth
throughout their lives.
CEED-UGM is also committed to the sustainability of the professional program in
analysis, design, construction, supervision, and maintenance of infrastructure with a
view to making a positive contribution to national development in the broadest sense. It
is responsible for the establishment and advancement of the civil and engineering
science, and is open to various forms of co-operation with other institutions that bring
mutual benefits.
The SP-CE aims to produce highly competent graduates covering the combined
aspects of knowledge-understanding-skill: good grounding in the basic sciences of
mathematics-physics-statistics; mastery of theory to be applied in the performance of
their
duties;
mastery
supervision/implementation
of
of
the
aspects
projects,
of
operations
planning/design/analysis,
and
maintenance
of
buildings/facilities; ability in research and development; as well as commitment to
professional integrity and high moral standards.
Students are expected to pass with a GPA of ≥ 3.10, to complete their studies
within an average of ≤ 5 years, and to have a time lag of ≤ 2.5 months between
graduation and employment. In line with this target, the SP-CE strives to develop human
resources who are capable of achieving the Program’s vision and missions to become a
competitive institution in education, research, and community service with an
international reputation. The academic human resources are expected to produce
scholarly publications: scientific articles or research papers > 1.5/yrs/faculty member and
textbooks > 0.1 /year/faculty member.
Since the introduction of the accreditation system for higher education by the
National Accreditation Board of the Ministry of National Education, SP-CEE has
invariably received a commendable position. In the period of 1998-2003, it was
accredited A (fully accredited), and in the subsequent period (2003-2008), it received
Grade A with a score of 393 out of 400. Under the Competitive Grant Program, it was
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granted a QUE (Quality for Undergraduate Education) project for the 1999-2004 period
(Batch II), and a Competitive Grant Program B for the 2005-2007 period.
One of the main objectives is to increase the number of human resources in civil
and environmental engineering to undertake the task of planning, construction and
maintenance of infrastructure. To this end, the courses of instruction are carried out in
accordance with the existing prescribed curriculum without excluding the possibility of
making alterations according to the views and wishes of the stakeholders.
In general, the labour market has not set any specific requirements for graduates
to meet. The SP-CE, however, keeps trying to solicit input from users of our graduates
and alumni by sending out questionnaires or through direct communication at periodic or
incidental meetings with our alumni. In this way, it is hoped that our graduates’
qualifications will satisfy market demand.
To facilitate access to employment opportunities, the SP-CE’s curriculum has
been designed to cater for the needs in the job market through the creation of various
study options which the students can choose according to their interests and long-term
goals. The SP-CE has thus produced a rich and balanced curriculum known as 3 + 1
program.
Dissemination of information on the vision and missions of the SP-CE to faculty
members and students is carried out in various ways:
1. Distribution of the Academic Handbook of 2009 to all students and members of the
academic and administrative staff.
2. Distribution of a CD Company profile to all students and members of the academic
and administrative staff.
3. Display by posting up a banner in the lobby of the departmental office.
4. Display by posting up the SP-CE backdrop on the departmental premises, including
classrooms.
5. Website at http://tsipil.ugm.ac.id
6. Seminar organized by the SP-CE
In order to ensure that the vision, missions, and aims of the SP-CE are fully
understood and appreciated by the students, lecturers, administrative staff, and alumni
the SP-CE will continue to disseminate this information more intensively in the future.
The goals and objectives are realised through the learning process and
academic atmosphere created within a frame of reference embodied in a curriculum that
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meets the needs of society. The methods used to convey the materials contained in the
curriculum are face to face classroom interactions, structured tasks (planning, laboratory
practicum, and home assignments) and field study. In addition, the student-centered
learning (SCL) and problem-based learning (PBL) approaches have been adopted by
SP-CE in efforts to enhance the graduates’ competence. The 3+1
feature of the
curriculum constitutes an arrangement in which during the first three years (semesters IVI) students are equipped with basic compulsory courses in civil engineering and in the
first semester of the final year (semesters VII-VIII) they are free to choose one of the
four schemes offered: Scheme A (multi-disciplinary); Scheme B (internship); Scheme C
(international program); and Scheme D (community development). Graduates produced
under this 3+1 program are expected to be able to compete globally on equal terms.
In efforts to fulfil the obligation imposed by Tridharma (the tripartite doctrine of
higher education), the Department enjoys adequate facilities and infrastructure:
1. Structured tasks are given in the form of planning, practicum, and home
assignments. Students are also free to develop specific materials according to their
interests through elective courses, and the final project varies considerably (such as
research, design, writing computer programs, and study of literature). Assessment
of the learning process is made on the basis of performance in several components:
(a) home assignments, (b) periodic quizzes, (c) mid-semester examination, (d) final
examination.
2. Students make a self-evaluation of their progress by means of the Achievement
Monitoring Graphics. At the start of the semester, students are provided with the
Grade Report Card of the previous semester which they use to determine the
number of credit hours they are allowed to take.
In order to maintain an academic atmosphere that is conducive to the learning
and teaching process, all academic activities are centered on campus. Each faculty
member has a work space in the laboratory completed with a telephone, air conditioners,
and local-area network installation. Sufficient laboratory equipment is available to
motivate faculty members and keep them preoccupied with work on campus, thereby
helping to create a stimulating environment.
All classrooms are air-conditioned and can be used by students outside lecture
hours. The departmental library is also provided with AC and LAN facilities.
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The Civil Engineering Assistant Lecturers’ Association is provided with a separate
work space to enable arrangements for student academic services on campus such as
tutorials and practicum assessments. Lecturers and their assistants hold regular
meetings to discuss the conduct of activities and problems that arise, thereby ensuring
transfer of knowledge.
The SP-CE organizes a number of programs such as community development and
thematically-based community service, which involve both lecturers and students. In
addition, a canteen has been put up as a place for continual informal contact between
lecturers and students. Prior to a comprehensive oral examination,
a candidate is
required to attend a seminar and present a paper in preparation for the exam.
Goals and objectives are translated into concrete requirements by formulation of the
contents of the curriculum, taking into account the views and aspirations of stakeholders.
In order to make the goals and objectives more specific, the courses of instruction
are grouped into subject areas of specialization for students. Likewise, the faculty
members’ spheres of expertise and qualifications are classified according to fields of
specialization. The current fields of specialization are Transportation, Geotechnics,
Hydraulics, and Structure.
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CHAPTER II
Program
2.1
Program Contents
A higher education curriculum is a set of plans and arrangements of the area of
study, the subjects included in a course of study, instructional materials and the manner
of presentation as well as the methods of assessment used as a guide to the way
educational activities are conducted in tertiary institutions.
A curriculum should define the graduates’ standards of competence in the major
field as well as the supporting and other supplementary qualifications, which are
considered capable of achieving the aims of the institution, the execution of its missions,
and the realization of the SP-CE’s vision. The curriculum contains all the
courses/modules/blocks which contribute to the achievement of the graduates’
competence and it provides opportunities for students to broaden their perspectives and
deepen their expert knowledge according to their interests. It also covers course
descriptions, the syllabi, course profiles/outlines and assessment methods.
The curriculum must be designed in accordance with its relevance to the
objectives, coverage and depth of materials and their organization which foster the
attainment of hard skills and soft skills applicable to a variety of situations and
conditions.
The undergraduate educational system in the SP-CE is oriented toward providing
greater opportunities for students to develop their potential and put into practice the
knowledge they have acquired when they embark on a professional career after
graduation both in civil and environmental engineering and in related fields. Students are
expected to acquire the following competencies:
1. Ability to carry out quality research.
2. Ability to build motivation, self-confidence, and determination in the pursuit of
knowledge.
3. Ability to break down the barriers between disciplines and to unify and synthesize
ideas.
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4. Ability to develop good communication skills, particularly in the actual performance of
tasks (as in field practice).
5. Skills in utilizing information technology.
6. Ability to develop their learning experience into a total involvement.
7. Ability to develop leadership skills and capability of transferring their expertise to
others.
8. Ability contributes their skills to public service and carries out community service
activities.
The composition of the curriculum shows a proper balance between specialist
contents, general knowledge and specific skills on the one hand and professional ethics
on the other. The range of expected qualifications of graduates is composed of the major
competency (>60%), supporting competency (>30%), and other competencies (<10%)
represented in the following outline:
1. Integrity (morality and ethics)
2. Expertise in the chosen field (professionalism)
3. English language proficiency
4. Use of information technology
5. Written and oral communication
6. Teamwork
7. Self-development
Detailed representation of the above is as follows:
1. Knowledge and Understanding
This requires a graduate to be well-grounded in:
a. mathematics, physics, and statistics
b. the various aspects of the civil engineering practice with regard to construction
process (such as buildings, bridges, dams and other hydraulic structures)
covering the various phases of survey, investigation, design, operation, and
maintenance
2. Intellectual Skills, comprising mastery in :
a. the application of the basic sciences (mathematics, physics, statistics)
b. the design and implementation of civil engineering construction as well as data
analysis and interpretation
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c. engineering design and system design, in line with the current and future trends
of societal needs
d. identifying, formulating, and solving construction problems
3. Practical Skills, comprising mastery in :
a. civil engineering construction technology (for buildings, hydraulic structures,
transportation facilities) in an effective and efficient manner, thereby reducing the
negative impact to a minimum
b. the use of various forms of supporting software in civil engineering design and
analysis or interpretation of software output
c. integrating various aspects of civil engineering in order to produce complete,
efficient, and sustainable structures
d. drawing up reports or writing scientific papers and communicating them
professionally either in Indonesian or in English
4. Managerial Skills and Attitudes :
a. Upholding social/cultural norms, moral/ethical standards, and professional
responsibilities
b. Ability to communicate effectively
c. Ability to predict the impact resulting from civil engineering construction
d. Awareness of environmental issues at global, regional, national, or local level
e. Ability to utilize information and communication technology
f.
Ability to develop oneself and think logically and analytically in order to solve
problems professionally
g. Ability to work in teams and adapt oneself in a workplace, and to create better
networking
5. Specific Skills :
a. in civil engineering design
b. in adapting oneself to disciplines other than civil engineering
c. in adapting oneself to activities of construction services
d. in competing in this era of globalization in order to support activities of civil
engineering construction and as a preparation for graduate study
e. in adapting oneself to an environmental condition and activities that promote
people’s welfare
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Note:
Coverage of the range of competencies:
1. For all graduates, those in I-1, I-2, II-1 to II-4; III-1 to III-4, IV-1 to IV-7
2. For graduates in Scheme A, those in items I to IV plus V-1 and V-2
3. For graduates in Scheme B, those in items I to IV plus V-3
4. For graduates in Scheme C, those in items I to IV plus V-4
5. For graduates in Scheme D, those in items I to IV plus V-5
The existing curriculum is Curriculum 2006, which is an enhancement version of
Curriculum 2001. It expands students’ qualifications beyond their own specialization,
enhancing their professionalism as engineers, ready for global competition and an
orientation towards community development. It is also referred to as Curriculum 3 + 1 in
which the first three years (semester I-VI), students are equipped with competencies in
civil engineering and in the first semester of the final year (semester VII-VIII) they are
offered a choice from four schemes as follows.
a. Scheme A: multi-disciplinary course offerings in which students pursue courses in
civil engineering and investigate areas outside their own fields to enrich their
knowledge in other disciplines which are closely related to civil engineering subjects.
b. Scheme B: Internship in which, as a final project, students gain practical field
experience in construction services either with a planning consultant, a contractor, a
supervising consultant or a related agency/institution
c. Scheme C: International program in which students can pursue studies abroad and
take advantage of the valuable opportunity to build self-confidence in international
interactions
d. Scheme D: Community Development program in which, as a final project, students
carry out a practical application of research results to community development
The implementation of Curriculum 2006 has generally shown some promising
results - although Scheme A is still problematic. In this scheme, students in the civil
engineering Study Program may take courses in another faculty or study program within
UGM. In this way, the students are expected to have an interdisciplinary perspective
which will be useful in their career as engineers. Unfortunately, this scheme is faced with
administrative constraints imposed by the complexity of synchronizing the schedules for
academic activities between the SP-CE and its partner institution, which include all the
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standard procedures (course registration, class timetables, practicum, mid-semester and
final examinations).
The other schemes (B, C, D) however, have been very well organized and
implemented. Enthusiastic responses have been shown by both students and partner
institutions for internships (Scheme B) and community development (Scheme D).
In Scheme B, partner institutions have accepted a number of students to undertake
internships as their final project. In Scheme D, cooperative arrangements have been
made with nine partner institutions. Similar arrangements have been made with foreign
universities (Scheme C). In 2006, one student was sent to the National University of
Singapore, two students to the Netherlands followed by seven students in the following
year. The data of students who have opted for Schemes B, C, and D are presented in
Table 2.1 and Table 2.2.
Table 2.1 Number of Students in Schemes B and D
(from 2006/2007 to 2009/2010)
Academic Year
2006-2007
2007-2008
2008-2009
2009-2010
Total
Number
Scheme B
Scheme D
17
21
2
25
9
3
8
36
49
Table 2.2 Number of Students in Scheme C
(from 2006/2007 to 2009/2010)
Academic Year
2006-2007
University
National University of Singapore
Hogeschool Utrecht, the Netherlands
Number
1
2
2007-2008
Hogeschool Utrecht, the Netherlands
Hanze University Groningen, the Netherlands
Saxion University of Applied Sciences, the Netherlands
3
2
2
2009-2010
Hanze University Groningen, the Netherlands
5
4
2010-2011
4
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2.2 Program Specification
The SP-CE is one of the educational programs administered by the CEED-UGM in
the Faculty of Engineering UGM. The other programs are as follows:
a. Engineering Sciences Postgraduate Study Program
b. Civil Engineering Postgraduate Program
c. Master’s in Natural Disaster Management
d. Master’s in Infrastructure Management
e. Master’s in Resource Management
f.
Master’s in Building Materials Technology
g. Master’s in System and Transportation Engineering
h. Civil Engineering Doctoral Study Program
The SP-CE currently offers a four-year coursework leading to the Bachelor of Civil
Engineering degree. Students are required to complete a minimum of 144 credit hours
(one credit hour is considered equivalent to three hours of study load per week) of which
120 credit hours are earned from compulsory courses during the first three years and 22
credit hours earned from elective courses and compulsory final project. Students choose
one of the four schemes offered in their fourth year as mentioned previously.
Moreover, in recent years, the SP-CE has introduced another stream to pursue
master program that is a fast track option which enables students with good academic
standing to take a number of courses in the master’s program before completing their
undergraduate study.
Elective courses offered to fourth-year students are focused on six fields:
construction
materials, environmental engineering, geotechnics, hydraulics and
hydrology, structural engineering, and transportation system and engineering.
2.3 Program Organization
The implication of the concept of a higher education curriculum as a guide for
administering academic activities in tertiary institutions is that instructional materials
must have the basic nature of effective learning : scientific, systematic, consistent,
contextual, relevant to developments in the employment market, flexible to external
influences, and comprehensive.
Accordingly, the SP-CE has made every effort to introduce innovations to adjust to
the increasingly rapid developments in the construction services without abandoning the
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basic nature of effective learning. Since the 1990s the Department’s curriculum has
undergone three significant revisions undertaken by the staff in a spirit of professional
obligation to seek solutions to the problem of improving the quality of engineering
education and to ensure that students will be able to complete their studies in no later
than four years with a GPA above 3.1. The constantly revised curriculum reflects the
Department’s commitment to producing successful graduates ready to embark on a
professional career and highly dedicated to their work.
The latest curriculum is based on the 2006 curriculum drawn up through a process
of soliciting input from all stakeholders. This has been carried out in a number of
workshops as follows.
1. Workshop I: This was conducted to obtain responses and input on the draft of the
2006 curriculum attended by representatives of tertiary institutions, construction
companies, and regional government agencies in the Provinces of Central Java and
the Special Region of Yogyakarta.
2. Workshop II: This was intended as an internal brainstorming session among the
Department’s teaching staff to review the draft.
3. Workshop III: This was conducted to deal with the aspects of academic
administration and finance, attended by the Vice Deans for Academic and Financial
Affairs from several co-operating faculties at UGM as well as representatives from
construction companies.
4. Workshop IV: This was intended to receive feedback from students who will be
affected by the newly-revised curriculum. It was attended by the Department’s
academic staff and representatives of the student body.
2.3.1 Program Distribution
The curriculum has been designed to enable a lifelong commitment to learning and
scholarship in the sense that students are encouraged to pursue studies at higher levels,
to develop their potential in workplace, and to foster self-education. Course descriptions
and syllabi are contained in the academic Handbook/General Catalog and the RPKPS
(Semester Course Outlines & Lesson Plans) which have been drawn up in accordance
with the AMI (Internal Quality Audit) and ISO standards of quality assurance.
The curriculum is reviewed every five years taking into consideration recent
advances in science and technology, input from stakeholders, and the result of
benchmarking with domestic and foreign tertiary institutions, ensuring consistency with
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the SP-CE’s vision, mission, aims and objectives. The SP-CE sets up an adhoc
committee to carry out revision of the curriculum. The quality assurance mechanism is
continuously maintained through monitoring, evaluation, and improvement in the
learning process. It covers class attendance (of both students and lecturers), course
materials, and course outlines/lesson plans.
The end-of-semester evaluation process is one way of obtaining information on the
quality of academic activities. It includes a procedure in which the lecturers’ performance
is assessed by their students through questionnaires. In addition, on the first day of
class, a lecturer is obliged to present the syllabus and course objectives as well as
teaching and assessment methods used for the whole semester.
The present curriculum describes the general requirements to be fulfilled by
students, i.e. a study load of 144 credit hours comprising 129 credit hours for
compulsory courses and 15 credit hours for elective courses, which students can take
within and/or outside the Department.
1. Course Distribution in Semesters I-IV
The courses in these semesters are compulsory. Their distribution, along with
practicum and assignment, is presented below.
Table 2.3 List of Courses
Semester I
Courses
Cred.
Lab. Work (L)/
hrs
Assign.(A)
No.
Code
1
TKS1101
State Ideology
2
2
TKS1102
Basic Physics
2
3
TKS1103
Basic Chemistry
2
4
TKS1104
Mathematics I
3
5
TKS1105
Fundamentals of Transportation Engineering
2
6
TKS1106
Building Structure
2
A
7
TKS1107
Specific Static Structure Analysis
3
L
8
TKS1108
Programming Language
2
L
9
TKS1109
Engineering Drawing
2
A
20
AUN QA JTSL 13
Semester II
No.
Code
Courses
Cred. hrs
1
TKS1201
Religion
2
2
TKS1202
Mathematics II
2
3
TKS1203
Stress, Strain, and Deformation Analysis
3
4
TKS1204
Statistic and Probability
2
5
TKS1205
Traffic Engineering
2
6
TKS1206
Introduction to Geological Engineering
2
7
TKS1207
Fluid Mechanics
3
8
TKS1208
Geomatics
2
9
TKS1209
Environmental Science
2
Lab. Work (L)/
Assign.(A)
L
A
L
20
Semester III
No.
Code
Courses
Cred. hrs
1
TKS1301
Occupational Health and Risk Management
2
2
TKS1302
Non-specific Static Structure
2
3
TKS1303
Hydrology
2
4
TKS1304
Soil Mechanics I
2
5
TKS1305
Fundamental of Transportation Planning
2
6
TKS1306
Railway Engineering
2
7
TKS1307
Road Geometry Planning
2
8
TKS1308
Open Channel Hydraulics
2
9
TKS1309
Building Materials Technology
2
10
TKS1310
Bamboo and Wood Structure
2
Lab. Work (L)/
Assign.(A)
L
A
L
20
Semester IV
No.
Code
Courses
Cred. hrs
1
TKS1401
Drainage Engineering
2
2
TKS1402
Soil Mechanics II
2
3
TKS1403
Mathematics for Engineering
2
4
TKS1404
Steel Structure I
2
5
TKS1405
Reinforced Concrete Structure
2
6
TKS1406
Paving Material Design
2
7
TKS1407
Shallow Foundation
2
8
TKS1408
Construction Equipment Management
2
9
TKS1409
Fundamentals of Coastal and Offshore Engineering
2
10
TKS1410
Water Resources Development and Management
2
Lab. Work (L)/
Assign.(A)
L
L
A
20
AUN QA JTSL 14
Semester V
Courses
Cred. hrs
Lab. Work (L)/
No.
Code
1
TKS1501
River Engineering
2
2
TKS1502
Matrix Method Structural Analysis
3
3
TKS1503
Road Paving Design
2
4
TKS1504
Irrigation and Hydraulics Structure
3
A
5
TKS1505
Sanitary Engineering
2
L
6
TKS1506
Construction Management
2
7
TKS1507
Steel Structure II
2
8
TKS1508
Reinforced Concrete Structure II
2
9
TKS1509
Deep Foundation
2
Assign.(A)
A
A
20
Semester VI
Courses
Cred. hrs
Lab. Work (L)/
No.
Code
1
TKS1601
Structural Dynamic Analysis and Earthquake Eng.
2
2
TKS1602
Site Investigation
2
3
TKS1603
Airport Engineering
2
4
TKS1604
Port and Marine Engineering
2
5
TKS1605
Writing and Presentation Techniques
2
6
TKS1606
Economics for Engineering
2
7
TKS1607
Rock Mechanics
2
8
TKS1608
Civil Engineering Building Design
2
A
9
TKS1609
Concrete Technology
2
L
10
TKS1610
Traffic Management
2
Assign.(A)
L
A
20
2. Course Distribution in Semesters VII-VIII
The courses in these semesters consist of two compulsory courses, i.e. Community
Service (two credit hours) and Final Project (six or nine credit hours depending on
the chosen scheme), and several other courses which students can choose from
those offered by the following :
a. CEED-UGM
b. Other departments/or faculties within UGM
c. Universities outside UGM including foreign ones
AUN QA JTSL 15
Notes:
Specifically for points 2 and 3, courses taken are subject to recommendation
and approval of the CEED-UGM.
Semesters VII and VIII are designed for students to decide on a field of interest or
area of emphasis and opt from the four schemes, each of which requires different
activities and credit loads.
1. Scheme A: intended for students who want to deepen and expand their fundamental
knowledge base in civil engineering, or pursue courses in other disciplines, or a
combination of both. They must complete a minimum of 24 credit hours including
Community Service (three credit hours) and Final Project (six credit hours).
2. Scheme B: intended for students who want to widen their experience in construction
services through an internship with a planning consultant, a contractor, or a
supervising consultant. They must complete a minimum of 24 credit hours including
Community Service (three credit hours) and Final Project (nine credit hours).
3. Scheme C: intended for students who want to broaden their career and academic
opportunities, and choose to attend overseas study programs, which help them build
self-confidence and enable them to function in an international context. They must
complete a minimum of 24 credit hours including Community Service (three credit
hours) and Final Project (six credit hours).
4. Scheme D: intended for students who want to expand their social awareness and
responsibility through involvement in community service activities. They must
complete a minimum of 24 credit hours including Community Service (three credit
hours) and Final Project (nine credit hours).
The distribution of courses in Semesters VII and VIII is presented in Tables 2.4,
2.5, 2.6, and 2.7. There is no restriction on the non-civil engineering courses as they
vary from time to time and may be different from the ones on the list as long as they
have obtained the Department’s approval.
AUN QA JTSL 16
Table 2.4 CURRICULUM 2006 Scheme A
Semester VII
Courses
Cred.
Lab. Work (L)/
hrs
Assign.(A)
No.
Code
1
TKS2701
Applied Hydrology
3
2
TKS2702
Applied Hydraulics
3
3
TKS2703
Soil Water Flow
3
4
TKS2704
Japanese Language
2
5
TKS2705
Soil Reinforcement
2
6
TKS2706
Philosophy of Science and Engineering Ethics
2
7
TKS2707
Finite Element Method
2
8
TKS2708
Steel Structure III
2
9
Geographic Information System I *)
3
10
Agribusiness Management *)
2
11
Mathematics for Economics *)
3
12
Sociology of Law *)
2
13
Sociology of Development *)
3
32
Semester VIII
Courses
Cred.
Lab. Work (L)/
hrs
Assign.(A)
No.
Code
1
UNU500
Community Service
3
2
TKS1801
Final Project
6
3
TKS2801
Sediment Transport
3
4
TKS2802
Reinforced Concrete Structure III
2
5
TKS2803
Paving Execution
2
6
TKS2804
Civics
2
7
TKS2805
English Language
2
8
Human Resource Economics *)
2
9
Soft Skills
2
10
Human Resource Management *)
2
11
Human Resource Law *)
3
12
Development Policy *)
3
32
AUN QA JTSL 17
Notes :
1. The Final Project and Community Service are compulsory whereas the others are
elective courses from which students choose to earn at least 16 credit hours.
2. The
asterisked
courses
are
non-CEED
courses
(offered
by
other
faculties/departments within UGM) which may appear under different names given
by the faculties concerned.
3. Non-CEED courses not included on the list above may be taken with the
Departments’ approval.
Table 2.5 CURRICULUM 2006 Scheme B
Semester VII
Courses
Cred.
Lab. Work (L)/
hrs
Assign.(A)
No.
Code
1
TKS2701
Applied Hydrology
3
2
TKS2702
Applied Hydraulics
3
3
TKS2703
Soil Water Flow
3
4
TKS2704
Japanese Language
2
5
TKS2705
Soil Reinforcement
2
6
TKS2706
2
7
TKS2707
2
8
TKS2708
Steel Structure III
2
9
3
10
2
11
3
12
Sociology of Law *)
2
13
3
32
AUN QA JTSL 18
Courses
Cred.
Lab. Work (L)/
hrs
Assign.(A)
No.
Code
1
UNU500
Community Service
3
2
TKS1801
Final Project
6
3
TKS1802
Internship
3
4
TKS2801
Sediment Transport
3
5
TKS2802
2
6
TKS2803
Paving Execution
2
7
TKS2804
Civics
2
8
TKS2805
English Language
2
9
2
10
Soft Skills
2
11
2
12
3
13
3
35
Notes :
1. The Final Project and Community Service are compulsory, whereas the others are
elective courses from which students choose to earn at least 13 credit hours.
2. The
asterisked
courses
are
non-CEED
courses
(offered
by
other
faculties/departments within UGM) which may appear under different names given
by the faculties concerned.
Department’s approval.
AUN QA JTSL 19
Table 2.6 CURRICULUM 2006 Scheme C
Semester VII
No.
Code
Courses
Cred.
Lab. Work (L)/
hrs
Assign.(A)
1
Intro. to Japanese Language & Culture
2
2
Introduction to the Japanese Economy
2
3
Science and Technology in Japan
2
4
Introduction to Bioagricultural Sciences
2
5
Japan’s Development Experience
2
6
Intro. to Civil Eng. and Architecture
2
7
Guided Independent Study
2
14
Semester VIII
Courses
Cred.
Lab. Work (L)/
hrs
Assign.(A)
No.
Code
1
UNU500
Community Service
3
2
TKS1801
Final Project
6
3
Developmental Economics
2
4
Highlights of Environmental Studies
2
5
Aspects of Information Science
2
6
Modern Jap.&Its Post WWII Inter. Rel.
2
7
Guided Independent Study
2
8
Soft Skills
2
21
Notes :
1. The Final Project and Community Service are compulsory.
2. Courses taken at partner/cooperating universities abroad are designated according
to the courses offered by the universities concerned with the approval of the CEEDUGM).
3. The set of courses on the list for Semesters VII and VIII is an example of courses
offered at Osaka University, Japan.
AUN QA JTSL 20
Table 2.7 CURRICULUM 2006 Scheme D
Semester VII
Courses
Cred.
Lab. Work (L)/
hrs
Assign.(A)
No.
Code
1
TKS2701
Applied Hydrology
3
2
TKS2702
Applied Hydraulics
3
3
TKS2703
Soil Water Flow
3
4
TKS2704
Japanese Language
2
5
TKS2705
Soil Reinforcement
2
6
TKS2706
2
7
TKS2707
2
8
TKS2708
Steel Structure III
2
9
3
10
2
11
3
12
Sociology of Law *)
2
13
3
32
Semester VIII
Courses
Cred.
Lab. Work (L)/
hrs
Assign.(A)
No.
Code
1
UNU500
Community Service
3
2
TKS1801
Final Project
6
3
TKS1803
Community Development
3
4
TKS2801
Sediment Transport
3
5
TKS2802
2
6
TKS2803
Paving Execution
2
7
TKS2804
Civics
2
8
TKS2805
English Language
2
9
2
10
Soft Skills
2
11
2
12
3
13
3
35
AUN QA JTSL 21
Notes :
1. The Final Project and Community Service are compulsory. The others are elective
courses from which students choose to earn at least 13 credit hours.
2. The asterisked courses are non-CEED courses (offered by faculties/departments
within UGM) which may appear under different names given by the faculties
concerned.
Department’s approval.
2.3.2 Community Service
Community Service is an activity conducted off campus in the form of an
interdisciplinary program. Institutionally, it is organized by the UGM Institute for
Research and Community Service (LPPM). Students register at the Faculty’s Academic
Administration Section, which will ensure that they have fulfilled all requirements such as
their administrative status and successful completion of the theoretical components of
the course of study.
Community service is carried out every semester and between semesters, and the
duration is determined by the LPPM according to the kind of program undertaken.
2.3.3 Final Project
The final project is a scientific paper written by a student towards the end of the
undergraduate program. It is basically intended to train students in an orderly
presentation of ideas, findings, and conclusions based on critical analysis, theoretical
knowledge, and facts in the field.
1. Description of Final Project
The credit weight for each Scheme is presented in Table 2.8.
Table 2.8
Credit Weight
Scheme
Notes
Credits
Codes
A
Mono or Multi-disciplinary
6 credhrs
TKS1801A
B
Internship
9 credhrs
TKS1801B
C
Studying Abroad
6 credhrs
TKS1801C
D
Community Development
9 credhrs
TKS1801D
AUN QA JTSL 22
2. Supervisor
The arrangement for the Final Project supervisor for each scheme is as follows :
a. Schemes A and C :
One supervisor proposed by a student and approved by the prospective
supervisor and the Department’s Deputy Head for Academic Affairs
b. Schemes B and D :
Supervisors consist of a lecturer in civil engineering and one appointed by the
management board of the partner institution with the approval of CEED-UGM.
3. Final Project Requirements
a. Administrative requirement: proof of status as a registered student in the current
semester and the Final Project as a component undertaken within the current
semester.
b. Academic requirement:
Achievements:
1) Schemes A and C: having earned at least 120 credits with a GPA of ≥ 2.00
and grade D ≤ 25%
2) Schemes B and D: having earned at least 132 credits with a GPA of ≥ 2.00
and grade D ≤ 25%
Participation in the Final Project seminars conducted within the CEE-UGM, or in
at least five national seminars (certificates of attendance as proof)
4. Criteria for the form of Final Project
The form and topic of the Final Project should have been approved by the Supervisor
and can take one of the following forms:
a. A research using primary data collection in the laboratory/field or secondary data
b. The writing of a computer program for a computational task in civil engineering
c. A library research
d. A scientific paper in technology submitted in a national contest and is
acknowledged as equivalent to a Final Project
e. A research using primary data collection done by a group of students, having
been approved by the supervisor
f.
A report on work experience in a specialized field with a particular qualification
g. Involvement in an internship program
5. Completion Requirement
a. The Final Project should be completed within one semester at the latest.
AUN QA JTSL 23
b. In case of difficulty in the supervising process, a student has the right to find
another supervisor, or the supervisor has the right to refuse to continue with the
supervision and to refer the student back to the Department.
c. If the deadline has been exceeded, the student has to repeat the registration and
go through the administrative procedure again, either with the same supervisor or
with a different one.
d. If the student is still under the same supervisor, they may decide to change the
topic or form of the Final Project, or to proceed with the original one.
e. The time frame for the implementation of the Final Project for Schemes B and D
is between four and six months.
6. Final Project Report
a. The report consists of a Final Project Report and a Seminar Paper on the Final
Project.
b. Both the Final Project Report and the Seminar Paper should conform to the
existing prescribed formats.
c. The student should make four copies of the Final Project Report, each for the
writer, the supervisor, the examiner, and the Academic Affairs Section.
7. Final Project Examiners
a. The examiners can be proposed by the supervisor with the approval of the
Department’s board of management, or they can be directly appointed by the
board of management.
b. The examiners are generally made up of the main examiner (a position held
concurrently by the supervisor), and a co-examiner.
c. Another co-examiner may be appointed if necessary.
8. Final Project Seminar
After completing the Final Project Report and obtaining the supervisor’s approval, a
student conducts a seminar on the final project with a view to disseminating the result of
a student’s research, which is a prerequisite for the comprehensive oral examination.
During the seminar, the supervisor serves as moderator.
9. Comprehensive Examination
On successful completion of the final project and having passed the examinations
on all required courses with a GPA of ≥ 2.00, a student is entitled to sit the
comprehensive examination conducted by the supervisor and a designated faculty
AUN QA JTSL 24
member. Assessment of the final project is based on its quality and the student’s
performance in defending it. The aspects assessed are as follows:
a. The material, methodology, the systematics and language
b. Mastery of the material/subject-matter and methodology
Requirements for the comprehensive examination:
a. Completion of the Final Project
b.
The comprehensive examination is conducted one week after the submission of
the Final Project Report to the examiners
c.
The grade for the Final Project is an average of grades for the content of the
report, the performance in the seminar, and the comprehensive examination
d.
Within one month at the latest after the comprehensive examination, the Final
Project grade should be submitted to the Academic Affairs Section
e. If the deadline is exceeded, the maximum grade allowed is C
Here is the process that a student must go through in an academic year:
a. Read the instructions on the registration of courses
b.
Meet with the academic advisor
c.
Fill in the KRS (study load registration card)
d.
Fill in changes in the KRS, i.e. changing or dropping courses
e. Attend classes and practicums
f.
Sit examinations and be informed of results
2.4 Didactic Concept and Teaching-Learning Strategies
The academic activities in the civil engineering Study Program are conducted in
accordance with the quality assurance system set down by the University. The problembased learning approach is one that is mostly adopted by lecturers, particularly for
courses loaded with engineering contents.
In addition, the method of presenting instructional materials encourages students’ active
participation (student-centered learning). Each course is taught by a team of lecturers
consisting of at least two lecturers.
Each course in the semester requires 14 sessions with the following arrangement:
1. weeks 1-7
: face to face lecture classes
2. weeks 8-9
: mid-semester examination
3. weeks 10-16
: face to face lecture classes
4. weeks 17-18
: final semester examination
AUN QA JTSL 25
In addition, assistant lecturers give guidance through tutorials and assignment and
laboratory work sessions. A list of courses that requires assignments and laboratory
work is shown in Table 2.3. A number of courses, particularly with engineering contents,
generally require visits to civil engineering infrastructure in the form of field study.
1.
Study Load Registration Card (KRS)
In order to attend classes and to participate in other academic activities, students
must fill in the KRS with the approval of the academic advisor. For students in the
second semester and beyond, the number of credit hours (SKS) taken is based on their
achievements in the previous semester.
2.
Grade Report Card (KHS)
The Grade Report Card is a card that contains all the courses taken by a student
along with the grades earned. The KHS is processed by the Academic Affairs Section
according to the examination grades submitted by lecturers. KHS serves as material for
producing a transcript and is used as a basis to determine whether a student has
satisfied the requirements to proceed with the next process such as Community Service,
Final Project, Seminar and graduation ceremony.
3.
Attendance
Students are obliged to sign the attendance sheet at every class session. Prior to
the final semester examination, the Academic Affairs Section goes through the
attendance sheets to determine a student’s entitlement to take the examinations.
Attendance of a minimum of 70% is required to be allowed to take an examination.
4.
The Credit Hours System
The study load is specified under the credit hours (SKS) system. One SKS equals
three hours per week during one semester comprising one lecturer hour, one planned
but unscheduled activity (such as homework and report writing), and one hour
independent study.
a. Study Load
The maximum study based on the semester KHS (X-1) is stipulated in Table 2.2.
AUN QA JTSL 26
Table 2.9
Maximum Study Load
Semester GPA (x-1)
Maximum Study Load
GPA < 1.25
14 cred.hrs
1.25 ≤ GPA < 1.75
16 cred.hrs
1.75 ≤ GPA < 2.25
18 cred.hrs
2.25 ≤ GPA < 2.75
20 cred.hrs
2.75 ≤ GPA < 3.00
22 cred.hrs
GPA ≥ 3.00
24 cred.hrs
For first-year students, the study load allowed is arranged as follows:
1. The Semester I KRS contains a set of courses for the first semester.
2. The Semester II KRS contains a set of courses for the second semester. If the
Semester I GPA is ≥ 2.75, the study load is taken according to the above table.
3. Students who have not been evaluated for the first two years (30 cred.hrs with
GPA of ≥ 2.00) are not allowed to take courses in semester V and beyond. The
courses in semesters I and II with grades D and E must be repeated in the
second year.
5. Regulations
Students are required to conform with the following regulations :
a. Students are expected to be present some time before a class starts. To avoid
disruption, students are discouraged from attending class for a late arrival of ten
minutes.
b. Students are not allowed to leave classroom before class finishes.
c. Mobile phones must be silenced during class.
d. Students should keep order in class.
e. Students are expected to be appropriately dressed and conduct themselves in a
manner compatible with the occasion.
f.
Students are strictly forbidden to damage the property belonging to the
classroom.
g. Students are not permitted to sit the final examination of a particular course if
their attendance is less than 70 % of the total lecture hours in the semester.
AUN QA JTSL 27
The Syllabus is drawn up by a group of faculty members within a field of study
taking into account suggestions from other faculty members and stakeholders. The
RPKS (course outline and detailed lesson plans) is annually evaluated by a team under
the group of specialization in the CEED-UGM and is done in conformity with the quality
assurance system.
Academic supervision of students is carried out by lecturers covering the
completion of KRS, consultation on elective courses and the Final Project as well as
problems encountered by students relating to their learning progress. The policy on
academic atmosphere such as academic freedom and freedom of the academic forum is
also implemented through publication of scientific articles in journals and the mass
media, dissemination of research proposals, subscription of scientific journals, and the
availability of bandwidth IT. In addition, resources and facilities to maintain lecturerstudents interactions are available.
2.5 Student Assessment
2.5.1 Admission Requirements
Candidates for admission to the UGM undergraduate program are selected by an
entrance examination organized by the university (called UM-UGM) and a nation-wide
entrance examination (called SNMPTN). The admission through UM-UGM is arranged in
two pathways:
1. A Scheme for tracing candidates with strong records of achievement within their
schools
2. A written examination taken by upper secondary students in their final year and
those who have graduated from the upper secondary school (restricted to schoolleavers within the past three years)
General Requirements:
1. Citizenship
a. Indonesian citizens
b. Naturalized Indonesian citizens
c. Foreign citizens with official permission from the Directorate General of Higher
Education of the Indonesian Ministry of National Education
2. Diploma/Certificate of Completion
a. Graduates of upper secondary school/Madrasah Aliyah (Islamic upper secondary
school)
AUN QA JTSL 28
b. Graduates of vocational upper secondary school with an average grade of 6.5 or
those who have had work experience in their field for at least two years.
c. Graduates of foreign upper secondary school with official permission from the
Indonesian Ministry of National Education.
3. Age limit and year of diploma/certificate of completion
a. No age limit for candidates
b. Restricted to a diploma of the past three years
Special Requirements:
1) Candidates who have passed the entrance examination still need to meet
special requirements for eligibility to certain programs of study, e.g.
candidates should not be colour blind, physically handicapped, or have
speech impediments
2) A candidate is not allowed to register in more than one program of study
within UGM in the same registration period. Admission procedure and
requirements through the nation-wide tertiary institution entrance examination
(SNMPTN) are generally the same as those through UM-UGM
2.5.2
Attendance
Students are required to sign the attendance sheet at every class session. Prior
to the final semester examination, the Academic Affairs Section goes through the
attendance sheets to determine a student’s entitlement to take the examinations.
Attendance of a minimum of 70 % is required to be allowed to take the
examinations.
2.5.3
Examinations and Assessments
1. Examination System
An examination is conducted in various ways : written, oral, seminar, paper writing,
or a combination of the above. The objectives of conducting an examination are as
follows:
a. To find out whether a student has shown his/her understanding of a subject.
b. To classify students according to their levels of ability into categories, i.e. very
good (category A), good (category B), fair (category C), poor (category D), and
low/very poor (category E).
AUN QA JTSL 29
c. To assess the appropriateness of the materials and the manner of presentation
which ensure that students are able to understand with reasonable efforts.
In order to achieve the objectives of conducting examinations, it is necessary to
administer more than one examination, i.e. the final examination and at least one
periodic test or quiz. To determine the final grade, the weight of each component needs
to be specified and informed to the students.
2. Assessment System
The system used is a relative system of assessment, i.e. a
student’s ability is
assessed in a relation to the abilities of other students in the class. This means that
the achievement of all students in a class is used as the basis of assessment. The
students’ abilities are indicated by letter grades:
A = very good
B = good
C = fair
D = poor
E = very poor/fail
2.5.4 Evaluation
Evaluation of students’ achievement is carried out at the end of a semester. For the
undergraduate program, evaluation is also carried out at the end of the first two years, at
the end of the eighth semester and at the end of the study program. In addition,
evaluation is carried out at the end of the time limit for each program level.
1. Grade Point Average
A student’s study progress is expressed in a Grade Point Average. To work out the
GPA, the letter grades are weighted in the form of figures :
Letter Grade
Credit weighting
A
=
4
B
=
3
C
=
2
D
=
1
E
=
0
With the above weighting, the GPA is calculated using the following formula:
AUN QA JTSL 30
GPA
Formula
Semester GPA
SGPA = ∑ (cred.hrs) x (weighting)
Total cred.hrs completed
Cumulative GPA
CGPA = ∑ (cred.hrs) x (highest grades)
Total cred.hrs completed
The GPA is within a range between 0 and 4.
2. End of Semester Evaluation
Evaluation at the end of each semester covers all the courses taken in the current
semester and the result is used to determine the study load that students are allowed
to complete with the stipulations hereinbelow :
Undergraduate Program
Semester GPA of > 3.00
:
21-24 cred.hrs
Semester GPA of
2.50-2.99
:
18-21 cred.hrs
Semester GPA of
2.00-2.49
:
15-18 cred.hrs
Semester GPA of
1.50-1.99
:
12-15 cred.hrs
:
12 cred.hrs max
Semester GPA of < 1.5
3. Evaluation of the first four semesters
The first evaluation is for students who have done the courses in the first four
semesters consecutively since enrolment. By the end of the fourth semester a
student should have completed a minimum of 30 credit hours and a GPA of at least
2.00. Students who have not met this requirement are not allowed to continue their
studies.
The steps taken to help students get through to evaluation are as follows:
a. Making an inventory of the conditions of students who encounter problems in
their studies and use it as points of consideration for the academic advisors to
deal with the problems.
b. Sending reminders to students with a GPA under 2.00 at the end of the third
semester.
4. Final Evaluation
At the end of the time limit of the prescribed study period, i.e. the fourteenth
semester, students must meet the following requirements:
a. Completion of 144 credit hours with a minimum GPA of 2.00
b. No failing grade (E)
AUN QA JTSL 31
c. A maximum of 25 % grade D of the total credits taken
d. Completion of the final project and the comprehensive examination
In order for the students to satisfy these requirements, there is a need to monitor
students’ progress and provide counseling. The steps taken to facilitate this
monitoring process are :
a. Making an inventory of the conditions of students who encounter problems in
their studies as points of consideration for the academic advisors to deal with the
problems
b. Sending reminders to students :
1) at the end of the programmed study period
2) in the sixth and half year of the study period
3) in the seventh year of the study period
4) Towards the end of the time limit of the extended study period
c. Providing a special treatment to students in their seventh year by asking them to:
1) draw up a plan of activities to be done during the extended period of study
and submit it to the Faculty board
2) submit a report on their progress by completing a form provided for the
monitoring process
2.5.5 Statement of Achievements at Graduation
Students who have successfully completed the undergraduate program are
awarded citations according to their GPAs as follows:
GPA ≥ 3.51
:
with distinction (cum laude)
2.76 ≤ GPA ≤ 3.50
:
very satisfactory
2.00 ≤ GPA ≤ 2.75
:
satisfactory
Note: Cum laude is awarded to students who finish their studies within five years at the
latest
2.5.6 Declaration of Candidacy
The academic requirements that students must fulfil to be eligible for declaration
of candidacy are as follows:
1. Completion of a minimum of 144 credit hours consisting of 128-131 credit hours of
compulsory courses and 13-16 credit hours of elective courses with a minimum
GPA of 2.
AUN QA JTSL 32
2. No failing grade (E)
3. A maximum of 25 % grade D of all the credit hours required for graduation
4. Completion of all assignments/projects and the practicum
5. A minimum of grade C for courses in State Ideology (Pancasila), Religion, and
Community Service
6. Completion of the Final Project.
2.5.7 Graduation
Graduation is a ceremonial event for students after they have fulfilled their
academic obligations set forth by the University. The ceremony is conducted four times
annually, i.e. on February 19, May 19, August 19 and November 19, except if these
dates fall on a public holiday or a Friday. Information on the proceedings and other
details is obtainable from the Faculty.
2.5.8 Policy on Code of Ethics and Discipline
All students are obligated to adhere to the code of ethics and regulations within
the CEED-UGM.
1. Students and all members of CEED-UGM are equally responsible for creating a
learning and work environment that is orderly, safe, and civilized.
2. On entering the premises of CEED-UGM students should take good care to conduct
themselves honourably and in a manner compatible with their status as educated
individuals.
3. Students are strictly prohibited from disgraceful acts such as falsifying signatures,
cheating in examinations, falsifying data in experiments, and plagiarizing. Offenders
are liable to academic sanctions in accordance with existing regulations of the CEEUGM.
4. Students are strictly prohibited from damaging the property belonging to the
Department such as making scratches or scribbles on seats, defacing library books,
and destroying the Department’s data base. Offenders are liable to academic
sanctions or even legal action, as the case may be.
5. Students are not permitted to smoke in the buildings and corridors within the CEEDUGM.
6. Students are expected to ensure that they obtain information on other academic
regulations that prevail in the Faculty of Engineering and the University.
AUN QA JTSL 33
CHAPTER III
Input
3.1
Quality of Staff and Support Staff
The SP-CE, CEED-UGM has sufficient human resources comprising academic and
administrative staffs who are responsible for the day-to-day running of its educational
programs. There are at present 57 faculty members as shown in Table 3.1 below:
Table 3.1 CE faculty members
Academic
Titles
Professors
Assoc.
Prof.
Assistant
Prof.
Lecturers
-
-
-
Total
in figures
%
-
-
-
Undergrad.
degree
Master’s
degree
Doctoral
degree
Total
-
7
2
4
13
22.8
22
22
8
15
6
8
8
12
44
57
77.2
(%)
38.6
26.3
14.0
21
100.0
100.0
Among the S2 degree holders, eight members are currently studying for higher
degrees.
Table 3.2 Lecturers studying for higher degrees
No
Names
1
Imam Muthohar
2
M. Zuhdy Irawan
3
Inggar Septhia Irawati
4
Dewanti
5
Muhammad Fauzie Siswanto
6
Sudarmoko
7
Sri Puji Saraswati
Tertiary
Institutions
Kyushu
University
Kyushu
University
Universitas
Gadjah Mada
Universitas
Gadjah Mada
Universitas
Gadjah Mada
Universitas
Gadjah Mada
Universitas
Gadjah Mada
Programme
Field of
Level
Doctoral
level
Doctoral
level
Doctoral
level
Doctoral
level
Doctoral
level
Doctoral
level
Doctoral
level
Study
Transportation
Years
of
Entry
2007
Transportation
2008
Structure
2007
Transportation
2007
Structure
2007
Structure
2006
Hydraulics
2009
AUN QA JTSL 34
No
8
Names
Tertiary
Institutions
Budi Kamulyan
Universitas
Gadjah Mada
Programme
Level
Doctoral
level
Field of
Years
of
Entry
2009
Study
Hydraulics
The faculty members are categorized into four groups of fields of specialization
(KBK) as shown in Table 3.3.
Table 3.3 Total of Faculty Members
Faculty Members
No
Fields of Specialization (KBK)
Total
%
1
Geotechnics
5
9
2
Hydraulics
20
34
3
Structure
19
33
4
Transportation
14
24
57
100
Total
The S1 degree holders are all graduates of UGM, whereas the S2 and S3 degree
holders are graduates of various universities in Indonesia, New Zealand, Japan,
Thailand, South Korea, United States, Britain, Netherlands, Switzerland, France, and
Germany. With these varied backgrounds, they have an extremely wide range of
teaching experience, which benefits the institution along with the advantage of
considerably wide information networks.
No
1
2
3
4
5
6
7
8
9
10
11
Indonesia
United States
Netherlands
France
UK
Japan
Germany
Austria
New Zealand
Switzerland
Thailand
Table 3.4 Countries of latest education
Faculty Members
Countries
Total
%
6
10.5
4
7.0
2
3.5
6
10.5
18
31.6
9
15.8
3
5.3
1
1.8
2
3.5
4
7.0
2
3.5
Total
57
100
AUN QA JTSL 35
At present, a problem relating to the age structure in the composition of senior and
junior staff is that there is a marked disparity in their ages resulting from the lack of
efficient recruitment policy in the past. Therefore, open recruitment is being carried out
by making an announcement on web sites and putting an advertisement in a national
newspaper for available vacancies. A human resource development plan is presented in
Figures 3.1 and Table 3.5.
70
Number of Person
60
50
40
Recruitment/year
30
Total
20
Without Recruitment
Additions
10
0
2000
2010
2020
2030
2040
Year
Figure 3.1 Human Resource Development Plan
Table 3.5 Human Resource Development Plan
Year
Retiring Staff
Without
Recruitment
Recruitment
Additions
57
1
1
58
3
56
2
3
59
2
5
54
2
5
59
2011
1
6
53
2
7
60
2012
2
8
51
2
9
60
2013
2
10
49
2
11
60
2014
0
10
49
2
13
62
2015
1
11
48
2
15
63
2016
3
14
45
2
17
62
2017
1
15
44
2
19
63
2018
3
18
41
3
22
63
2019
8
26
33
3
25
58
Year
Cumulative
2008
2
2
2009
1
2010
2007
59
Total
59
AUN QA JTSL 36
Retiring Staff
Year
Cumulative
Without
Recruitment
2020
1
27
32
3
28
60
2021
1
28
31
3
31
62
2022
3
31
28
3
34
62
2023
2
33
26
3
37
63
2024
3
36
23
3
40
63
2025
5
41
18
3
43
61
2026
4
45
14
3
46
60
2027
5
50
9
3
49
58
2028
1
51
8
2
51
59
2029
1
52
7
2
53
60
2030
2
54
5
2
55
60
2031
1
55
4
2
57
61
2032
2
57
2
2
59
61
2033
2
59
0
2
61
61
Year
Recruitment
Additions
Total
Recruitment and the selection process are carried out in conformity with the
Academic Regulations of the Faculty of Engineering and the Rector’s Directive
concerning the UGM human resource management system, which provide elucidation
on teaching staff (Chapter V). This chapter consists of 16 articles which specify
qualification requirements, appointment of positions and ranks, number of credit points,
breakdown of major duties, authority, and responsibilities, obligations, promotion,
performance assessment, exemption from duties, and dismissal.
A permanent faculty member’s activities are specified in the average SKS (credit
hrs) per semester in the latest academic year, calculated according to Decision of the
Director General of Higher Education No. 18 of 1983 (12 cred hrs is equal to 36 working
hours per week). The activities covered are education, research, and community service.
With its human resources, the SP-CE has been able to make the necessary
efforts to organize and develop the institution more efficiently by, among other things,
organizing and participating in national and international seminars or periodic courses as
speakers or participants. Participation in seminars and workshops is shown in the
Chapter IV.
In addition, a number of faculty members have produced textbooks and won
competitions for obtaining research grants. At international level, they have been
awarded grants from AUN-Seed Net Program and CK Net Program. Table 3.6 shows
their patented innovative works and Table 3.7 shows the textbooks.
AUN QA JTSL 37
Table 3.6 Innovative Works by CE faculty members
No.
Names
Titles
Year
Notes on Patent
Ministry of Justice and
Human Right
(ID 0 000 516 S)
Human Right
(ID 0 000 524 S)
1.
Prof. Ir. Morisco, Ph.D.
Struktur Bambu dengan Papan
dan Perekat
2005
2.
Nosel untuk Proses Pengawetan
Bambu dengan Tekanan
2004
3.
Balok Galar Bambu Laminasi
Bertampang Empat Persegi
Panjang
2006
Human Right
(S00200600030)
Prof. Ir. Bambang
Suhendro, M.Sc., PhD.
Sistem Metode-metode Analisis
Perancangan, Evaluasi dan
Metode Kerja untuk Konstruksi
Pondasi dan Pavement sebagai
Modifikasi Sistem Cakar Ayam
2007
Human Right
(In Process
P 00200700161)
Alat Pemantau Gerakan
Longsor:
Automatic
Ekstensometer
2007
Human Right
(P00200800299)
Rancangan Evaluasi dan
Metoda Kerja untuk Konstruksi
Fondasi dan Pavement
2008
Human Right
(P00200700161)
PIREN (Piranti Rel Penyeberang
Orang)
2009
Human Right
(P00200900144)
2009
Human Right
(In process
P 00200900634)
4.
5.
6.
7
8
Dr. Teuku Faisal Fathani,
S.T., M.T.
Dr.
Ir.
Dwikorita
Karnawati, M. Sc.
Prof. Ir. Bambang
Suhendro, M.Sc. Ph.D.
Dr. Ir. Hary Christady
Hardiyatmo, M.Eng.,
DEA.
Prof. Ir. Sigit Priyanto,
M.Sc. Ph.D.
Sandy Santosa Putra
Dr. Ir. Achmad Rifai, MT.
Mix Design Paving Blok Klas A
dan B SNI 03-0691-1996),
Dengan memanfaatkan abu
batu bara
Table 3.7 Textbooks by CEED faculty members
No.
I
II
III
IV
Names
Prof. Dr.-Ing. Ir. Achmad Munawar, M.Sc.
Dasar-dasar Teknik Transportasi, Beta Offset, Yogyakarta
1
Manajemen Lalulintas Perkotaan, Beta Offset, Yogyakarta
2
Program Komputer untuk Analisis Lalulintas, Beta Offset, Yogyakarta
3
Prof. Ir. Bambang Suhendro, M.Sc., Ph.D
Analisis Dinamik Struktur, Beta Offset, Yogyakarta
4
Analisis Struktur Metode Matrix, Beta Offset, Yogyakarta
5
Dr. Ir. Bambang Supriyadi, CES., DEA.
Jembatan, Beta Offset, Yogyakarta
6
Prof. Dr. Ir. Bambang Triatmodjo
7
Perencanaan Pelabuhan (Design of Port), Beta Offset, Yogyakarta
Hidrologi Terapan (Applied Hydrology) , Beta Offset, Yogyakarta
8
9
Teknik Pantai (Coastal Engineering), Beta Offset, Yogyakarta
Metode Numerik (Numerical Method), Beta Offset, Yogyakarta
10
11
Pelabuhan (Port), Beta Offset, Yogyakarta
Hidraulika I (Hydraulic I), Beta Offset, Yogyakarta
12
13
Hidraulika II(Hydraulic II), Beta Offset, Yogyakarta
AUN QA JTSL 38
No.
V
VI
VII
VIII
IX
X
XI
Names
Soal
Penyelesaian
Hdraulika
I
(Solved-Problems
Hydraulic I), Beta Offset, Yogyakarta
14
15
Soal Penyelesaian Hdraulika II(Solved-Problems Hydraulic II), Beta Offset, Yogyakarta
Dr. Ir. Hary Christady Hardiyatmo, M.Eng., DEA
Perancangan Sistem Cakar Ayam Modifikasi Untuk Perkerasan Jalan, Gama Press,
16
Yogyakarta
Penanganan Tanah Longsor & Penanggulangannya, Gama Press, Yogyakarta
17
18
Pemeliharaan jalan Raya, Gama Press, Yogyakarta
Prinsip-prinsip Mekanika Tanah dan Soal Penyelesaian, Gama Press, Yogyakarta
19
20
Mekanika Tanah I, Beta Offset, Yogyakarta
Mekanika Tanah II, Beta Offset, Yogyakarta
21
22
Teknik Fondasi I, Beta Offset, Yogyakarta
Teknik Fondasi II, Beta Offset, Yogyakarta
23
Prof. Dr. Ir. Kabul Basah S., Dip.HE., DEA.
Teknik Fondasi I, Nafiri Offset, Yogyakarta
24
Teknik Fondasi II, Nafiri Offset, Yogyakarta
25
Geosintetik Geoteknik, Nafiri Offset, Yogyakarta
26
Rekayasa Fondasi, Nafiri Offset, Yogyakarta
27
Ir. Kardiyono Tjokrodimuljo, M.E.
Analisis Struktur Statis Tak Tentu, Nafiri Offset,Yogyakarta
28
Teknologi Beton, Nafiri Offset,Yogyakarta
29
Rekayasa Bambu, Nafiri Offset, Yogyakarta
30
Ir. Radianta Triatmadja, Ph. D.
Hidraulika Sistem Jaringan Perpipaan Air Minum, Beta Offset Yogyakarta
31
Model Matematik Teknik Pantai, Beta Offset Yogyakarta
32
Prof. Dr. Ir. Sri Harto Brotowiryatmo, Dip.H.
Analisis Hidrologi, Gramedia.
33
Hidrologi, Teori Masalah dan Penyelesaian, Nafiri Offset, Yogyakarta
34
Prof. Ir. Suryo Hapsoro Tri Utomo, M.Sc., Ph.D.
35
Jalan Rel, Beta Offset Yogyakarta
The SP-CE faculty members are often invited by national and international
institutions/companies to serve as consultants/resource persons/expert staff, and they
are actively involved in professional memberships with various organizations and
associations.
Research activities and publications by the faculty members have been
encouraging. Researches have been conducted with support from various financial
resources such as Competitive Grants, Basic Research, PHKB, and Hi-Link Project.
A number of activities funded by PHKB are done under programs entitled Research
Grant,
International
Research
Linkage,
International
Conference,
International
Publication and Patent, Community Development.
Several researches conducted as a collaborative effort between staff and
students have resulted in the production of students’ theses.
AUN QA JTSL 39
The permanent staff and students have also been engaged in writing journal
articles at national and international level within the past five years. (see Appendix)
Community Development is carried out jointly by staff and students with the
participation of related agencies. In 2006 and 2007 there were 23 activities involving
students in the form of thematically-based community service/social action and final
projects.
The SP-CE also invites guest lecturers from outside institutions. This learning
experience is organized in the form of lecture classes, general lectures, or regular
seminars.
In assessing study progress, students can make a self-evaluation through a
Monitoring Graphics. At the start of a semester, a student receives the KHS (grade
report card) of the previous semester which is used to determine the study load allowed.
Figure 3.2 Monitoring graphic of student’s academic performance
AUN QA JTSL 40
3.2
Internal Quality Audit
Since 2004 the Faculty of Engineering has implemented a quality assurance
system in academic matters-called AMAI done annually. Since 2010 this has been
extended to include other matters and it is now called AMI.
The purpose of AMAI is to help all the units to achieve the academic targets
effectively and responsibly. The audit of the SP-CE aims to:
1. ensure consistency in the elaboration of the curriculum and syllabus covering
specifications, objectives, and competencies
2. ensure consistency in planning, implementation, and evaluation of the learning
process
3. ensure compliance with the planning, implementation, and evaluation of the learning
process in accordance with the Procedural Manual and Work Instructions
4. ensure the availability of resources and facilities to support the learning process
5. address other aspects with regard to the actual condition of a SP-CE
The scope of the audit covers the following:
1. Vision, mission, and targets of a SP-CE
2. Student affairs
3. Human resources
4. Curriculum
5. Infrastructure for the teaching-learning process
6. Funding
7. Governance (System and Procedure)
8. Program implementation
9. Learning process
10. Academic atmosphere
11. Information Systems
12. Quality Assurance System
13. Graduates
14. Scientific papers, research, and community service
The results of the audit are shown in Tables 3.8 and 3.9 as well as Figures 3.3
and 3.4. In 2008 AMAI incorporated learning according to international criteria, and since
AUN QA JTSL 41
2010 the grouping of the items on AMAI of the previous year has been condensed into
seven items as shown in Table 3.9.
The curriculum enables the realization of the principle of lifelong learning
because it provides for the possibility of studying at higher levels, self-development in an
employment situation and self-education. Each course of study is provided with a course
description and syllabus set forth in the Academic Handbook and the catalog as well as
the RPKPS (course outlines and lesson plans) drawn up according to the standards of
the AMI and ISO quality assurance system.
Table 3.8 Internal Quality Audit Assessment 2007-2009
Final Scores
No.
Criteria
2007
2008
2009
1
Study Prog.’s Vision, Mission, Objectives, Targets
10
10
10.0
2
Student Affairs
10
9.6
9.6
3
Human Resources
9.5
6
7.5
4
Curriculum
10
10
10.0
5
Teaching-Learning Infrastructure
9.6
9.7
9.7
6
Funding
9
8.5
8.5
7
Governance (System and Procedure)
10
10
10.0
8
Programme Implementation
10
9
9.0
9
Learning Process (National Criteria)
9
9
10.0
Learning Process (International Criteria)
-
7.2
7.2
10
Academic Atmosphere
9.2
10
10.0
11
Information Systems
7.8
8.5
8.5
12
Quality Assurance Systems
9.1
10
10.0
13
Graduates
Scholarly Papers, Research, and Community
Service
7.1
6.7
7.4
7.5
7
7.7
127.8
131.1
135.1
140
140
140
14
Total
Maximum Grades
AUN QA JTSL 42
Figure 3.3 Spider-graph of Internal Quality Audit 2007-2009
Table 3.9 Internal Quality Audit Assessment 2010
No.
Category
Value
Vision, Mission, Objectives, Targets, and Strategies
1
19.000
Governance, Leadership, Management Systems, and Quality Assurance
2
17.857
Students and Graduates
3
17.400
Human Resources
4
17.407
Curriculum, Learning Process, and Academic Atmosphere
5
19.722
Funding, Infrastructure, and Information Systems
6
16.897
Research, Community Development, and Cooperation
7
16.250
Category Name
Total
124.533
AUN QA JTSL 43
1
20
18
16
14
2
7
12
10
8
6
4
2
No. Category
0
Nilai
3
6
4
5
Figure 3.4 Spider-graph of Internal Quality Audit 2010
3.3
Quality of Supporting Staff
In performing its duties, the board of management is assisted by a number of
employees in the following sections: academic affairs, personnel, resources and facilities
(infrastructure), finance and general-purpose assistance, all of which are coordinated by
an office manager who is responsible to the Head of Department. Table 3.10 shows a
list of employees along with their educational backgrounds and placements.
Table 3.10 CEED employees
Number of Personnel by Qualification
No
Supporting
Staff
S2
S1
Diploma
Sr. High
School
Jr. High
School
Prim.
School
(1)
(2)
(3)
(5)
(7)
(9)
( 10 )
( 11 )
Non
Formal
Education
( 11 )
1
1
2
2
4
6
1
1
1
Librarians
1
2
1
2
3
Total
Lab.
Technicians
Admin. Staff
1
3
9
13
6
1
3
5
15
10
32
To increase the quality of human resources at CEED-UGM, the Department
gives chances to its employee to participate in some courses as shown in Table 3.11.
AUN QA JTSL 44
Work Unit
( 12 )
Faculty
Library
Departmen
tal Ref
CEED
CEED
Table 3.11 Employees’ Training and Courses
No.
Dates
Courses
1
20 November 2008
Dissemination of information on Tax Law
No. 36/2008, Sunset Policy for TaxPayers, Income Tax Update, Deduction
and Collection and Other Related Matters
2
18 February 2009
National Seminar on Librarian’s Strategies
to Gain Active Community Participation
3
2 March 2009
Education and Training on Government’s
Procurement of Goods and Services
4
6 August 2009
Taxation
5
24-25 November
2009
Workshop on Taxes
7
25 November 2009
Seminar on Implementation of ISO
9001:2008 Quality Management System
8
12 July 2010
To Build Strength of Character Through
Inner Power to Bolster a Zest for Life and
Improve Performance
3.4
Organizer
Participant
Study Centre for
Finance & Taxes
Roby Wijanarko
UGM Library
Bagus Wijaya
Directorate of
Human Resources
UGM
Dev. Centre for Tax
Information
Roby Wijanarko
Desi Sri E
Faculty Economics
& Business UGM
Diplome Prog.
Faculty Economics
& Business UGM
Sri Laksmi
Handayani
Kapilawastu
All employees
Bagus Wijaya
Student Quality
Selection of students is carried out through several pathways: (1) SNMPTN
(national selection/nation-wide admissions test), (2) UM UGM (UGM entrance
examination), (3) PBS (selection of self-financing candidates), (4) PBOS (selection of
candidates with outstanding talents in sports and arts), (5) PBUK (selection of high
achievers from partner organizations), (6) PBB (selection of high achievers from
schools).
With this admissions system, students in the SP-CE come from various regions in
Indonesia, which will eventually create a wide network of alumni in the future. With this
network and the “old school tie” with the Alma Mater, the sustainability of the SP-CE is
better ensured.
The selection of candidates is quite stringent. There has been an increasing
number of enrollees from year to year. Table 3.12 and Figure 3.5 show the number of
enrollees and prospective students accepted in the SP-CE from 2006/2007 to
2010/2011. Since 2009/2010 the SP-CE has increased its student intake, from 140 to
200. The competition in selection scores is so keen that those who rank 150 and 140 are
very close in their scores. This is an opportunity for senior high school leavers with high
AUN QA JTSL 45
achievement to continue their education at the best universities. The strict selection
results in the fact that only 4% the applicants are accepted.
Table 3.12 Applicants accepted in SP-CE
Years
Applicants
Accepted
Percentage (%)
2006/2007
3.690
163
4.4
2007/2008
3.370
146
4.3
2008/2009
4.337
149
3.4
2009/2010
5.661
201
3.6
2010/2011
6.221
228
3.5
7000
Number of Person
6000
Applicants
5000
Accepted
4000
3000
2000
1000
0
2006/2007
2007/2008
2008/2009
2009/2010
2010/2011
Enrolment
Figure 3.5 Totals of Applicants and those accepted in comparison
3.5
Student Advising and Support
An academic advisor is a faculty member responsible for offering guidance to
students in dealing with matters such as planning a study load/choice of courses,
difficulty in particular courses, concern over academic pressures, and personal problems
involving lecturers (if any). The average number of students under the guidance of the
academic advisor is 14 per year. On average there are at least two consultations per
student in a semester. For students whose period of study has exceeded the time limit,
guidance is generally given by the SP-CE board of management.
AUN QA JTSL 46
Assistance is also provided in completing the final project. Students who get
stuck with their practical training or final project can get help from the advisor. The SOP
for each scheme (A, B, C, and D) is described in the Appendix.
The learning process, which includes tutorials and assignments, involves the
active role of assistant lecturers. Tutorials, which are conducted in the form of class
sessions discussing/reviewing a lecturer’s materials and doing exercises, are scheduled
in consultation with the lecturer concerned. In doing their assignments, students are
guided by the assistants.
Assessment of students’ progress is based on several components: (a) home
assignments, (b) periodic quizzes, (c) the mid-semester test, (d) the final examination. In
this way, students are encouraged to be constantly well-prepared, thereby fostering an
independent study habit.
To help graduates obtain employment appropriate to their particular interests, the
Faculty of Engineering has a unit to deal with career opportunities, i.e. the Engineering
Career Center (ECC), and at university level there is the Career Development Center
(CDC).
3.6
3.6.1
Facilities and Infrastructure
Buildings
The CEED-UGM occupies an area of 14,000 m2 with a floor space of 12,563 m2
divided into eight buildings. Allotment of each building, number of floors and sizes are
shown in the Table below, There are also prayer rooms and canteens. The management
of all the buildings, parking spaces, yards and parks is shared among the programs.
Public facilities are under the management of the Faculty of Engineering. Some other
facilities within the campus are taken care of by the University. Figure 3.3 shows the
ground plan of the CEED-UGM covering buildings D, E, F, G and H.
AUN QA JTSL 47
CEED-FT-UGM
Figure 3.6 Ground Plan of the CEED-UGM and Faculty of Engineering
Table 3.13 Facilities in CEED-UGM buildings
Floor
No
1
2
3
4
Allotment
Building
D
E
F
G1
2
Number
Area (m )
Floor
1
1180
1
Building Materials Lab., Staff Rooms, Storage
1
Structure Lab.
2
Lecture & Seminar Rooms of MPSA and MTBB
3
Staff Rooms of Structure Specialization, Lecture
Rooms, Seminar Rooms and Administration Room of
MPSA and MTBB
1
Geotechnics Lab., Staff Rooms of Geotechnics
Specialization.
2
Transportation Lab., Staff Rooms, Lecture Rooms of
MSTT, and Computing Lab.
3
Staff Rooms of Transportation
Computer Room and Meeting Room.
1
Board Room of S2, MSTT, MPSA, and Lecture Room
of S2
3
3
3
1944
2668
2071
Functions
Specialization,
AUN QA JTSL 48
Floor
No
Number
5
Allotment
Building
G2
2
Area (m )
3
2346
Floor
Functions
2
Board Room of S1 and Administration Room of S1
3
Meeting Room
1
Reference Room, Environmental Sanitation Lab., Staff
Rooms, Seminar Room, and Exam Room.
2
Lecture Room, 4 classrooms of 50-140 seats.
3
Lecture Room, 4 classrooms of 50-140 seats.
1
1886
1
Hydaraulics Lab., Staff Rooms, Lecture Rooms and
Administration Rooms of MPBA
7
1
261
1
Students’Association Office
8
2
207
1
Pump Room and Generator
2
Canteen
2
12.563
6
H
Total Area (m )
3.6.2
Reference Room
The reference room is situated on the first floor of Building G2. Table 3.14 shows
the reference materials available. Opening hours are 8.00 a.m. to 16.00 from Monday to
Thursday, and 8.00-15.00 on Friday. The reference room has an air-conditioned reading
room. Students can gain access to books or journals with more varied topics in the
library of each laboratory, the Faculty Library, the Post-graduate Library, and the UGM
Technical Services Unit. The Reference Room welcomes students from outside UGM.
Table 3.14 Types and Availability of Reference Materials
Types and Availability
Textbooks/CD-ROM
CD-ROM
Scientific Magazines/Journals
Final Project Papers
Theses
Total
Number of Titles
3.245
7
557
3.572
637
8.018
AUN QA JTSL 49
Students can also make use of other reference facilities:
1. UGM Central Library
This library is located to the south of the Administration Building and Sekip Unit V, an
affiliated library occupying a three-storeyed building. Reference materials comprise
books, journals, magazines, dailies and other publications. The central library has a
collection of approximately 75,000 copies. It serves UGM students and faculty members
as well as the general public. It has a reading room with a capacity of 340 seats.
2. UGM Faculty of Engineering Library
This library is located to the south of the Faculty’s Administrative Office and has a
reference room and a reading room with a capacity of 50 seats. It has a collection of
23,402 copies consisting of 9,834 titles and 15,039 copies of scientific journals
consisting of 1,138 titles.
3. MSTT Reference Room
This one belongs to the Mater’s Program in System and Transportation Engineering
and is open the students desiring to deepen their knowledge in the field of
transportation. The following table shows the available materials.
Table 3.15 Recap of Available Reference Materials
Types
Textbooks
Number of Titles
Number of Copies
1.067
Accredited national journals
5
International journals
15
Proceedings
24
Theses
201
201
Dissertations
3
3
Magazines
4
Total
1.320
204
AUN QA JTSL 50
3.6.3
Internet Facilities and Teleconference
The CEED-UGM provides access points in a number of positions to enable
students to get access to the Internet from anywhere on the premises. Computer
facilities are also freely available throughout the premises for general use.
A range of IT and online services for dissemination of information is also
provided: computer catalog in the reference room, KRS online, academic information on
www.akd.tsipil.ugm.ac.id .
The SP-CE’s web site provides information on the academic calendar, names of
lecturers of courses offered in the current semester, and the catalog. The IT facilities are
managed by the Computational Laboratory with a special staff on a fixed-term contract
and is responsible to the Department’s board of management.
The web site also provides information on scholarship, request for holding
seminars, providing guest lecturers and conducting research. In addition, the CEED has
a room furnished with telecommunications equipment for teleconferencing.
3.6.4
Laboratories
The CEED has seven laboratories:
1. Computational Laboratory
2. Construction Material Laboratory
3. Environmental Sanitation Laboratory
4. Hydraulics Laboratory
5. Soil Mechanics Laboratory
6. Structure Laboratory
7. Transport Laboratory
Here is some information on the laboratories.
1. Computational Laboratory
The computational Laboratory is a center for developing civil engineering
software and providing computer services in line with the role of Universitas Gadjah
Mada in education, research and community service. The Laboratory encourages
and facilitates the development of civil engineering software, providing training in
the application of engineering software, and supporting teaching-learning and research
activities in CEED-UGM.
AUN QA JTSL 51
The undergraduate courses taught partially in the Computational
Laboratory are Computer Programming, Technical Drawing, Applied Hydraulics,
Structural Dynamics Analysis, and Sediment Transport. The undergraduate courses
are taught in every semester through a series of lectures and tutorials. The
postgraduate courses include Numerical Methods, Design and Fabrication of
Concrete Mi xture, Bamboo Technology, Computer Applications for Water
Resources, Mathematical Models, Landslide and Assessment, etc.
The Computational Laboratory is involved in research collaboration and
software development that requires ICT support. One of the ongoing researches
i s t he de ve lop m ent of rea l - t i me monitoring technology to support the Early
Warning System for natural disasters such as landslides, debris flow, floods and
earthquakes.
Computational Laboratory has a role in IT services for lecturers, staffs and students in
CEED-UGM including email and internet services, internet security,
software
installation, and networking.
2. Construction Material Laboratory
Currently, Construction Material Laboratory serves undergraduate and postgraduate
research students and lecturers both in the environment and outside the CEED-UGM, and
serves the collaboration between UGM and other universities, companies, and institutions
from both the public and private sectors.
Construction Material Laboratory produces several materials, such as:
1. BATAGAMA (modified concrete block)
Batagama is batako (concrete block) which has a light weight as it is made from
fractions of light stone of no-fine concrete type, i.e. concrete made only from gravel,
cement portland and water (without sand).
The unique surface texture of no-fines concrete can be used to make conblocks as
garden decorations.
2. Vase, Furniture and Other Crafting
Furniture products reflect the Kemiri community,s energy. However, no-fines concrete
has beautiful texture with natural impression, so that it can be formed for
multifariously of crafting.
AUN QA JTSL 52
3. Cast in Place
Compared with the other of no-wall, no- fines concrete wall has commercial and
aesthetic values.
4. No-Fines Concrete
Beam and column for low cost mass housing
3. Environmental Sanitation Laboratory
The Environmental Sanitation Laboratory was established in1970s due to the need for
sanitary engineering to address the problems of providing adequate water supplies and
sanitation facilities.
The overall program prepares the students to find solutions to environmental problems,
water supply and sanitation; wastewater treatment and disposal systems; and solid
wastes. Specializations include water supply and sewerage system engineering, water
quality management, water and wastewater treatment systems, waste recycling/and
resource recovery. The treatment technologies are developed/employed for both
conventional and hazardous waste/wastewater from domestic and industrial sources.
Environmental Sanitation Laboratory consists of Indoor Laboratory and Outdoor
Laboratory. These laboratories are well-equipped with facilities for technical and
practical outreach activities in teaching and training. The laboratories can be used to
analyze physical and some chemical parameters in water and wastewater quality. The
laboratories also include laboratory scales of some water and wastewater treatment
plant.
The Indoor Laboratory includes teaching and research laboratories for thesis (for
undergraduate and postgraduate students) and sponsored project research projects. It is
equipped with advanced instruments such as atomic absorption spectrometer to
measure the concentration of metal in water, rotary vacuum evaporator for
concentration, purification or fractional distillation of water sample, and many water
treatment installation models.
4. Hydraulics Laboratory
Hydraulics Laboratory CEED-UGM was established in 1949, in line with the history of
the CEED-UGM establishment.
The laboratory has some reputations in conducting research through national and
AUN QA JTSL 53
international collaborations. Several of them are considered as the most distinct
collaborations, i.e.:
 Advisory Council Member of IRTCES (International Research and Training Centre on
Erosion and Sedimentation), UNESCO-IHP – Djoko Legono, Prof.Ir.Ph.D.
 Executive Country Committee Member – Asia Pacific Division of International
Association of Hydraulic Engineering and Research (APD-IAHR) – Nizam,
Prof.Ir.M,Sc.Ph.D.
 NIPPON KOEI of Japan (Critical Velocity of Cohesive Sediment through Flume
Experiment”, 2004)
 YEC of Japan (Development of Early Warning System against Pyroclastic and Debris
Flow Disaster of Mt. Merapi”, 2006).
 The Disaster Prevention Research Institute of Kyoto University (DPRI-KU) of Japan
(Disaster Risk Reduction of Dam Failure through Development of Hydro-Geotechnical
Monitoring Technique)
Since its establishment, the laboratory has been serving the undergraduate, the
hydraulics model test of various water resources projects such as dam spillways, weirs,
irrigation regulating structural, diversion channels, etc., in cooperation with both the
government and private sectors (Ministry of Public Works, Indonesia Power, etc.).
Since 1994, the Hydraulics Laboratory of CEED-UGM has expanded its activities on the
coastal-related modelling (shoreline deformation or changes, breakwaters, harbours,
etc). The laboratory is also highly concerned with various hydraulics modelling on the
sediment and water-related disasters such reservoir sedimentation, tsunami, debris
flows, landslides, floods, and dam breaks. The current state of the Information
Technology (IT) is also utilized on the research development within the laboratory for the
instrumentation system to serve laboratory research, the development of field monitoring
and data acquisition system such as Automatic Rainfall Recorder (ARR) and Automatic
Water Level Recorder (AWLR).
The hydraulics laboratory of CEED-UGM occupies two adjacent locations within the
campus; each location has approximately 25m x 50m and 30m x 40m. The constant
head tank provided with 3 types of pump (1 x 150 l/sec and 2 x 250 l/sec) has been
constructed to facilitate the indoor and outdoor experiments.
Beside equipments for conducting the basic hydraulics experiment (such as flow over
venture meter, laminar and turbulent flow visualization, flow over broad crested weir flow
AUN QA JTSL 54
over sharp crested weir, flow over gates, hydraulics jump visualization, etc.), the
laboratory is also equipped with modern instrumentation for measurement and data
acquisition.
5. Soil Mechanics Laboratory
The main activities of the laboratory are to serve education, research & development
and public services as its main purposes. The Soil Mechanics Laboratory leads in the
forefront of Geotechnical Engineering field which has an important role in design,
construction, maintenance and forensic engineering.
The Soil Mechanic Laboratory has various facilities, consisting of laboratory test, in-situ
test, numerical modelling and experts’ reports related to Geotechnical Engineering.
Soil Mechanics Laboratory has conducted several research programs, such as:
1.
Utilization coal ash as recycling material options in view point of geo-environment.
2.
Karst Material characterization & construction of underground river barrage.
3.
Local genius and rehabilitation of Prambanan temple due to earthquake.
4.
Characterization and constitutive model development of unsaturated soils in
geotechnical engineering analysis and design.
5.
Slope stability analysis using numerical simulations including dynamic analysis.
6.
Soil reinforcement uses conventional and modern methods.
7.
Stress-deformation analysis using numerical simulations.
8.
3D landslide numerical simulation: case studies.
9.
Study and development of foundation system on soft soil.
10. Liquifaction and sand boiling.
6. Structure Laboratory
Research activities are supported by several laboratories in the CEED-UGM. At present, the
Structure Laboratory serves undergraduate and postgraduate students for both practical
training and research and serves the collaboration between UGM with other universities,
companies, and other institutions from both public and private sectors.
Structure Laboratory has many activities as follows:
1. Research cooperation
2. Researchers Substitution
3. Handling of post-earthquake and post-fire building
4. destructive / non destructive tests for experimental and numerical building
AUN QA JTSL 55
5. Building structure design
Structure Laboratory has conducted several research programs, such as:
1. Element analysis of beam structures, columns and concrete plate, composite, precast
by the axial style influence, flexible torque and slide in normal environment, acid or
salt or post-fire
2. Analysis of concrete connection strength, steel, wood, bamboo for the frame
structure, a portal or a composite
3. Techniques of bamboo and wood preservation
4. The addition role of RHA and FA in the concrete structure
5. Chemical analysis and observation microscopic on concrete structure materials,
concrete, wood / bamboo and steel
6. Cultivation and re-analysis of damaged/ unrequired Structure
7. Concrete structure with local aggregate materials, fibber materials (local and
manufactory)
8. Student proposed topics
7. Transport Laboratory
Research activities in the transport laboratory are mainly focused on road engineering
and transportation system. Some researches are also conducted in collaboration with
other laboratories within the CEED-UGM. Transport Laboratory serves undergraduate
and postgraduate students for both practical training and research and serves the
collaboration between GMU and other universities, companies, and other institutions
from both the public and private sectors.
The laboratory provides services on testing and activities mentioned below:
1.
Pavement Material Test
a. Pavement Contains Quality
b. Pavement Materials Processed
c. Pavement Mixed
d. Followed Pavement Mixed Quality
2.
Subgrade Test
a. Subgrade Characteristics
b. CBR test
AUN QA JTSL 56
3.
Pavement Performance Evaluation
a. Benkelmen Beam
b. Pavement Condition Index
4.
Data Capture and Analysis
a. Traffic Characteristics Surveys
b. Road Performance Surveys
c. Airport Performance Surveys
d. Passenger and Load Terminal Surveys
5.
Database Organization
a. Bridges and Ledger
b. Bridges and Road Information Systems
c. Airport information System
6.
Research Collaboration
Collaborative research with other institution associated to:
a. Pavement Material
b. Air, water, and Land Transportation
7.
Training and Short Courses, in collaboration with MSTT
a. Urban Transport and System Planning
b. Public Transportation Management
c. Load Transportation Management
d. Traffic Safety
e. Traffic Impact Analysis
f.
Road Infrastructure Management
g. Pavement Material Laboratory Technician
h. Field Technician for Pavement and Land Investigation
Table 3.16 Sofware in CEED-UGM
A.
COMPUTATIONAL LABORATORY
1.
2.
3.
4.
5.
6.
Software Digital Terrain Mode
Software Compac Visual Fortran Professional Eddition V 6.1
Software Mathematica V 4.01
Autocad
Software Super LINDO
Software Super LINGO
AUN QA JTSL 57
B.
HYDRAULICS LABORATORY
1.
2.
3.
4.
5.
6.
7.
8.
C.
HEC-RAS
Network
Dambrk
Duflow
SED2 D
Waternet
Flow 3D
Anfrek
Beton 2000
SAP 2000.v.11.08
ROUM OKO
Sanspro
SOIL MECHANICS/GEOTECHNICS LABORATORY
1.
2.
3.
4.
E.
9.
10.
11.
12.
13.
14.
15.
16.
STRUCTURE LABORATORY
1.
2.
3.
4.
D.
software ARC/INFO
Software WaterCAD
Software StormCAD
Software CulvertMaster
SMS 2D Hydrodynamic
HEC-1
HEC-HMS
Dwoper
Software SLOPE/W
Software SIGMA/W
ETAB
Plaxis
TRANSPORTATION LABORATORY
1. EMME/2
2. CIRCLY
3. SIDRA Full 1
4. HDM-4
5. Safenet
6. TPM
7. CUBE
Including :
 Voyager
 Base
 Dynamic
8.
TRL
Including :
 ARCADY 5
 PICADI 4
 OSCADI 4
 TRANSYT 11
 BUNDLE
9. TFTP 97
10. KAJI
The laboratory is a place where each lecturer is based. Each lecturer is affiliated
to and is a member of one laboratory. Each lecturer has a work space in the laboratory
so that he/she can spend most of his/her time doing research and developing knowledge
in the laboratory.
The number of lecturers who are affiliated to each laboratory is shown in Table 3.17.
Membership of the Computational Laboratory is open and therefore there are no
permanent members.
AUN QA JTSL 58
Table 3.17 Total of lecturers in each laboratory
No
1
2
3
4
5
6
7
Laboratories
Construction materials
Hydraulics
Computing
Soil Mechanics
Structure
Environmental Sanitation
Transport
Total
Total of
lecturers
3
17
5
16
3
14
58
AUN QA JTSL 59
CHAPTER IV
Quality Assurance
4.1
QA of Teaching and Learning
4.1.1
IQA System at UGM
The Internal Quality Assurance System in the CEED-UGM is a sub-system of the
IQA System at the university level. The University has a quality assurance office and the
Faculty has a quality assurance cluster. The quality framework used at UGM is as
follows:
Table 4.1 Conceptual Framework of Quality Assurance at UGM
Study Program Level
Faculty Level
University Level
1.Academic Quality Policies
Increasing Level of Assurance
Academic Regulations
Academic Standards
Quality Manual
2. Academic Policies
Academic Regulations
Academic Standards
Academic Quality Guidelines
3. Competencies
Study Program Specifications
6. Faculty Institutional Audit
5. Department Audit
4. Self Evaluation
Increasing Level of Compliance
The horizontal line shows the level of compliance, meaning that the more we go
to the right, the more compliant we should be with the University regulations. The vertical
line shows the level of assurance, meaning that the more we go to the higher level, the
more we can assure the quality of our educational program. The UGM IQA System
starts from the University level where the University Academic Senate issues academic
policies showing the direction of where the University will achieve in academic issues.
These academic policies are the main points of reference for all academic activities. In
AUN QA JTSL 60
order to implement the academic policies, the University executives (the Rector and Vice
Rector for Academic Affairs) develop academic standards assisted by the quality
assurance office, which are then approved by the University Academic Senate.
The University executives also develop academic regulations assisted by the
quality assurance office. The academic regulations are partly adopted from the national
academic regulations from the Directorate General of Higher Education and partly
translated from the national academic regulations, and some other parts are formulated
by the UGM law bureau.
These three documents are the main points of reference for all the faculties
within UGM in conducting academic activities. In order to direct the faculties in the
implementation of the academic policies, the University executives issue a Quality
Manual setting forth the vision, mission, values, strategies, and quality targets.
At the Faculty level, the Faculty Senate should translate the UGM academic
policies into the Faculty academic policies. Similarly, the Faculty executives should issue
academic standards, i.e. a further elaboration of the University academic standards in
accordance with the specific situation at the Faculty level. The Faculty executives should
also issue academic regulations, i.e. a further addition to the University academic
regulations. They issue a Quality Manual at the Faculty level setting forth the Faculty’s
vision, mission, values, strategies, and quality targets.
At the Program level, each study program must specify its graduates’
competencies and develop an educational program that can guarantee the achievement
of competencies.
Numbers 1, 2, and 3 on Conceptual Framework can be considered as the
standards or main points of reference, and numbers 4, 5, and 6 are ‘checking’ activities.
Each study program should conduct a self-evaluation using the ‘self-evaluation form’
developed by the Quality Assurance Office. In addition, each study program is allowed to
develop its own evaluation mechanism in line with the characteristics of each study
program. The Faculty conducts an Internal Academic Quality Audit (IAQA) regularly
every year. How many times the IAQA is conducted depends on the individual faculty’s
budget. It can be done once a year, every six months or four months. The University
also conducts an Internal Quality Audit to the Faculty every year.
The following diagram shows how the Plan-Do-Check-Act cycle is implemented
at UGM. The results of evaluation at the program, faculty, and university level should be
followed up for improvement. Therefore, at the faculty and university level, a
AUN QA JTSL 61
management review meeting is conducted every year to discuss the results of the
internal quality audit and use them as the basis for yearly planning and budgeting.
The SP-CE conducts an Internal Quality Audit (AMI) and ISO 9001 every year
and is nationally accredited by the National Accreditation Board (BAN) every five years.
The SP-CE has also won several competitive grant programs such as the QUE project
from 1999 to 2004, the PHKB (2005-2007) and WCRU (2009). See Table 4.2.
Table 4.2 SP-CE Achievements
No
Achievements
Periods
Notes
1
BAN Accreditation
1999-2003
A****
2
BAN Accreditation
2003-2008
A (Score of 393 out of 400)
3
BAN Accreditation
2008-2013
A (Score of 389 out of 400)
4
QUE Project
1999-2004
5
PHKB
2005-2007
6
WCRU
2009
7
ISO Certificate 9001:2000
2008-2011
Note:
BAN = National Accreditation Board
QUE = Quality of Undergraduate Education
PHKB = Competitive Grant Program type B
WCRU = World Class Research University
The SP-CE earned a four-star A by BAN, which is its pride and joy shared by the
departmental staff and the alumni. It has also received the ISO 9001:2000 certification
since 2008 for the standardization of academic services. The quality assurance system
in education is implemented according to the AMI and ISO standards, which provide
feedback and follow-ups to what has been done. Among the follow-ups are evaluation of
the quality of the syllabi and the graduates’ competencies, review of the quality of
examination questions, the academic feasibility of final projects and utilization of the
quality assurance process for the learning activities, the quality of students’ study
progress, and improvement in the SP-CE’s activities. Periodic feedback from lecturers,
students, alumni and their employers is obtained and documented.
To ensure the quality of the curriculum, a review is carried out every five years,
taking into account advances in science and technology, input from stakeholders, and
results of benchmarking with domestic and foreign universities and making necessary
AUN QA JTSL 62
adjustments to the vision, mission, objectives, and targets of the SP-CE. An ad hoc team
is set up for the curriculum review.
The syllabi are drawn up by a group of faculty members of the same field of
specialization taking into account input from other faculty members and stakeholders.
The RPKS are evaluated annually by a team of faculty members under the KBK (groups
of specialization) in the CEED-UGM following the guidelines set forth in the
Departmental quality assurance system.
The mechanism for quality assurance through monitoring, evaluation, and
improvement in the learning process every semester is constantly implemented covering
students’ and lecturers’ attendance, course materials, and the RPKPS. A meeting to
finalize grades and evaluate the learning process is held at the end of every semester.
4.1.2. Transparency of the assessment system
Examinations are administered twice a semester, i.e. a mid-semester test in the
eighth week and the final examination. However, it is customary to give periodic quizzes
and home assignments during the semester so that the final grade is based on the
results of all the assessment components. Some lecturers maintain the policy of
returning the marked exam papers to students to ensure that they are aware of their
performance. If it happens that they are not satisfied with the lecturer’s assessment, they
have the right to discuss their case with the lecturer.
The final grades for all courses are sent to the Academic Affairs Section to be
kept on the master file and the computer. A copy of the list of grades is put up on a
notice-board for students. Then the grades are put in a student’s KHS (grade report
card) and file.
The submission of grades conforms to Rectorial Decision No. 237/P/SK/HT/2004
stipulating that grades must be submitted by the examiner 12 days at the latest after an
examination, and the announcement of grades is made two days after submission. If an
examiner fails to submit the grades within the prescribed time, he/she will be reminded
and asked to submit the grades in three days. If this time limit is not met, a joint marking
is organized in three days by the Head of Department or Chairperson of SP-CE, or a
substitute test-corrector will be appointed. If all these steps cannot be effected, the
student concerned is awarded grade B. If a student is dissatisfied, he/she may file a
complaint/formal objection with the proviso that he/she earns grade A for all the other
courses in the current semester.
AUN QA JTSL 63
4.2
Student Evaluation
Students are involved in the evaluation of the learning process. At the start of a
course, the lecturer informs students about the aims and objectives of the course, the
syllabus, the teaching and assessment methods used which are formalized in writing
and produced in a kind of “teaching-learning contract” signed by a student representative
and validated by the Head of Department. At the end of the semester, students evaluate
their lecturer’s performance through a questionnaire to be completed on the day of the
examination. As an example, the results of a recapitulation of the completed
questionnaire for the second semester of 2009/2010 academic year, the average of
students’ evaluation of their lecturers is 3.66 from a total of 71 lecturers. (See Appendix).
The creation of a good academic atmosphere
A favourable academic atmosphere is one that encourages interactions between
lecturers, between students, and between lecturers and students. The CEED-UGM has
endeavoured to create an atmosphere that is conducive to the teaching-learning
process. Some of the efforts in this direction are exemplified by the provision of and
attention to the
following:
a. Facilities and resources to create a desirable atmosphere
b. Active participation of students in class sessions
c. Preventive measures and application of sanctions against students’ indiscipline
d. Transparency in the assessment system
e. Transparency in the management of research and community service
f.
Training and guidance
g. Availability of facilities for dissemination of research results
h. Students’ participation in research and community service
i.
Students’ participation in the evaluation of the SP-CE’s performance and providing
feedback
The success of a higher education institution in educating its students is partly
attributable to its ability to enliven the academic atmosphere on campus. It is true that
this condition has more to do with feelings or moods but one canner ignore the important
role of hardware in helping to create atmosphere. Therefore, the CEED-UGM has
undertaken to make the campus situation a favourable place to work in. All of the staff
are comfortably based in the laboratory. Each is provided with a workspace measuring 3
AUN QA JTSL 64
x 4 m2 complete with a telephone, AC and LAN. The laboratory equipment contributes to
motivating the faculty members to carry out research and community service. Almost
every year each laboratory receives competitive research funding. (see Appendix)
Similarly, there have been a great deal of community service activities carried out jointly
by lecturers and students, along with projects and collaboration with various institutions.
In order to support the teaching-learning process, the Department provides a
Reference Room that uses an on-line borrowing system. It has a reading room and a
number of computers. In addition, students are welcome to the reference room in each
laboratory as well as to the libraries on UGM campus. For students engaged in group
work, there are other spaces available such as a discussion room, a gazebo, and an
outdoor square.
There are seven laboratories which students can use for research related to their
Final Projects or for participation in various national contests organized by universities or
industries such as the Indo Cement Award and Holcim.
Active participation of students in the learning process is encouraged by reducing
class size. This is done by arranging parallel classes. For the 2009/2010 academic year,
the SP-CE had an enrollment of 200 new students so that classes are conducted in
three halls for parallel classes. Lecture rooms are provided with LAN and equipped with
audiovisual teaching equipment. Assignments or tasks can be sent by email to lecturers.
In 2008 the Civil Engineering Study Program adopted the ISO 9001:2000 with
regard to the Quality Management System. Procedures have been drawn up to ensure
the criteria of successful performance:
1. Control of documents
2. Control of records
3. Internal Academic Quality Audit (AMAI)
4. Control of academic services
5. Corrective measures
6. Preventive measures
7. Measurement of Customer Satisfaction and Tracer Study
8. Review of quality management
9. Admission of new students
10. Re-registration of students
11. Completing the study load card (KRS)
12. Producing Course Outlines and Lesson Plans
AUN QA JTSL 65
13. Teaching-learning process
14. Implementation of practicums
15. Implementation of major assignments
16. Provision of grade report card (KHS)
17. Implementation of Final Project, Scheme A
18. Implementation of Final Project, Scheme B
19. Implementation of Final Project, Scheme C
20. Implementation of Final Project, Scheme D
21. Implementation of Final Project Seminar
22. Comprehensive Examination
23. Declaration of Candidacy
24. Provision of provisional transcript
25. Provision of final transcript
All the procedures above have been prepared so that students are aware of each
process that will be gone through. In this way, any constraints can be traced and it is
easy to discover who is responsible. These procedures are set forth in the Academic
Handbook.
The management of the teaching-learning process in the SP-CE conforms to the
rules and regulations issued by UGM, the Faculty of Engineering and the CEED-UGM
and they are contained in the Academic Handbook distributed to all faculty members and
students.
Examinations are administered twice a semester. Below are the regulations that
students must comply with:
1. Students must carry the Student Card and a valid Exam Card. Loss of these cards
should be reported to the Department one day before examination.
2. Students are not allowed to enter the examination room before they are asked to do
so by the proctors.
3. They must sit on chairs assigned for them, and all briefcases, handbags, lecture
notes must be put aside (applicable to a closed-book exam)
4. Late comers are basically not permitted to sit an exam except in cases beyond a
student’s control.
5. It is not allowed to borrow stationery from their neighbours.
6. All means of communication such as mobile phones must be silenced.
AUN QA JTSL 66
7. Students must fill in the attendance sheet. This applies even to students who decide
to withdraw before attempting the questions.
8. Students may leave the room 30 minutes after the exam starts.
9. The answer sheet must be filled in with name, student number, course title, and date
before doing the questions.
10. The answer sheet is submitted to the proctor/supervisor.
11. When the exam is over, students should leave the room quietly.
12. Students should be neatly dressed and wear shoes.
13. If students are found to be guilty of misconduct (such as cheating), the following
rules apply:

They are disqualified and declared to have failed in a particular course.

Students who have committed misconduct twice or more during one exam
period are disqualified and the results of all the examinations become invalid.
There have been many requests for research and community service from
institutions to the faculty members of the SP-CE. These requests are informed to faculty
members through email, by letter or in a departmental meeting. Interested individuals will
then submit their research proposals to the offering institutions.
In order to improve students’ competencies, the SP-CE organizes periodic training
courses. These activities are done by lecturers and assistants under coordination by the
board of management or the Students’ Association (KMTS).
Table 4.3 Courses in the CEED-UGM
Computational Laboratory
2007
No.
Duration
Type of Activity (Courses)
Instructors
Arief Setiawan BN, ST. M.Eng.
1
01 Jan. - 03 February 07
SAP MTBB
Inggar Septhia Irawati, ST. MT.
Ir. Muslikh, M. Sc., M. Phil
2
Autocad MTBB
Inggar Septhia Irawati, ST. MT.
3
Office MTBB
Imam Muntohar, ST., MT.
4
14 May - 19 May 07
SAP 2000 FAM PII
Dr. Ir. Iman Satyarno, M.Eng
5
21 May - 22 May 07
BETON 2000 FAM PII
Budi Santoso, ST.
6
23 - 24 May 07
Mix Design BETON FAM PII
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7
18 June - 09 August 07
Plaxis Unsaturated Soils UMS
8
01 - 15 August 07
HEC HMS MPBA
Dr. Ir. Ahmad Rifa'i, MT.
Dr. Ir. Rachmad Jayadi, M.Eng.
Dr. Ir. Joko Sujono, M.Eng.
9
02 - 15 August 07
HEC RAS MPBA
Dr. Ir. Istiarto,M.Eng.
10
03 - 08 September 07
Geo Slope MPBA
11
Waternet
Ir. Radianta Triadmadja, Ph.D.
12
Autocad, ArchiCad, 3DMax Kimpraswil
Maluku
Lecturer’s Assistant of
Department of Architecture
2008
No.
1
Duration
Instructors
21 April - 09 May 2008
Short Course SAP Regular
2
12 May - 13 May 2008
Short Course Mix Design Beton 2000
3
15 May - 16 May 2008
Short Course Beton 2000
Budi Santoso, ST.
4
14 May - 19 May 2008
Short Course SAP Regular
5
24 July - 05 August 2008
Short Course Autocad
6
11 - 27 August 2008
Short Course Hec Ras
7
11 August. - 05 Sept.
2008
Short Course Hec HMS
8
04 - 14 Nov. 2008
Short Course Hec Ras
9
18 - 23 December 2008
Short Course Geo Slope
2009
No.
Duration
Instructors
1
23 - 29 Nov. 2008
Plaxis (MPSP students)
2
25 Feb. - 16 March 2009
Plaxis (Swadaya students)
3
12 - 27 March 2009
Hec HMS (S2 students)
Dr. Ir. Rachmad Jayadi, M.Eng./
4
04 - 12 May 2009
Geo Office (S2 students)
5
13 - 25 May 2009
Plaxis (S2 students)
6
04 June - 26 June 2009
SAP 2000 (MTBB)
Prof.Ir. Iman Satyarno, ME, Ph.D.
7
29 June - 08 July 2009
Autocad 2006 (MTBB)
T. Faisal Fathani, ST., MT., Ph.D.
8
27 July - 01 Sept. 2009
Beton 2000 (MTBB)
Budi Santoso, ST.
9
12 - 28 Sept. 2009
Hec RAS (MPBA)
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10
09 - 17 Nov. 2009
SAP & Beton 2000
Prof.Ir. Iman Satyarno, ME, Ph.D.
Budi Santoso, ST.
11
16 - 23 Nov. 2009
Geo Office
Dr. Ir. Ahmad Rifa'i, MT. /
12
27 - 30 Nov. 2009
Plaxis (Unri)
Dr. Ir. Ahmad Rifa'i, MT. /
13
19 - 25 Nov. 2009
Arc View (MPBA)
Bowo Susilo
14
25 - 07 Dec. 2009
Autocad 2006 (MTBB)
Toriq A. Ghuzdewan., S.T., M.Sc.
2010
No.
Duration
Instructors
1
04 - 08 January 2010
Autocad
I Bramanti Ari Pratomo, ST.
2
12 Nov. - 06 Jan. 2010
SAP 2000
3
16 Nov. - 18 Jan. 2010
Plaxis
4
11 Dec. - 08 April 2010
SAP 2000
Prof. Dr. Iman Satyarno
5
03 - 10 February 2010
Plaxis
6
14 Jan. - 25 Feb. 2010
Primavera
Toriq A. Ghuzdewan.,S.T., M.Sc.
7
30 Dec. - 08 April 2010
SAP 2000 & BETON 2000
Budi Santoso, ST.
8
17 March - 18 May 2010
Geo Office
Student activities are organized through intra-campus organizations such as the
KMTS (civil engineering students’ association) with its BSO (semi-autonomous units),
BEM (Student Executive Body) or through various other forms of activity in the SP-CE,
which contribute to the enhancement of their academic competence. The following Table
4.4 shows the activities of the KMTS.
Table 4.4 List of Activities by CE Student’s Association
Sections
Section I:
Religion,
Hobby and
Interest
No.
1
2
3
4
Activities
Socialization
of
Civil Engineering
to
the
new
student
Civil Game, sport
competition and
game
Wining
Eleven
Contest
Tekniksiade
(sport
festival),
Introduction
program
about
Engineering
to
the new student
Places
Dates
CE Student's Association
09-Sep-06
Annually (February-May)
March 2007
FT UGM
March 2007
Relevant Courses
AUN QA JTSL 69
Sections
No.
5
6
7
8
9
10
11
12
1
2
3
4
5
6
7
8
9
1
2
3
4
1
Activities
Pentas Aksi Sipil,
cultural
performance
All The Ladies, to
pay respect to the
woman national
heroes
Happy Games,
Matrix
2005
2007,
Basket ball and
Futsal practice
Provision of Sport
Facilities
Touring
Senior High
School Sport Day
(futsal)
Muslim Section
Celebration
of
religious Festival
Wall magazine,
news
and
information
sharing
Bulletin
Discussion
Welcoming new
students
Muslim
Study
Club
End of Fasting
Month Feast
Open
Recruitment
Social Gathering
Christianity
Section
Fellowship/Prayer
Meeting
Easter
Celebration
Social Action
Christmas
celebration
Places
Dates
Annually (May)
Kartini Day (April)
01-Apr-07
September 2005 and 2007
Monthly
Arranged acc. to needs
June 2008
CEED-UGM
Any public holiday
CEED-UGM
fortnightly
CEED-UGM
monthly
CEED-UGM
monthly
CEED-UGM
annually
CEED-UGM
prior to exam period
CEED-UGM
early Shawwal
CEED-UGM
February 2007
CEED-UGM
monthly
CEED-UGM
monthly
CEED-UGM
01-Apr-07
CEED-UGM
CEED-UGM
December
Palasigma
Section
Mass
Mountain
climbing
Mt. Slamet
15 November 2006
Mt. Sindoro
25 November 2006
Mt. Merbabu
15 January 2007
Mt. Lawu
Relevant Courses
11 July 2007
Mt. Merapi
10 March 2008
Mt. Semeru
August 2008
AUN QA JTSL 70
Sections
No.
2
3
4
5
6
7
8
9
10
Section II:
Education
and Research
1
2
3
4
5
6
7
Section III:
Organization
Development
and Students
Affairs
Activities
Joint
Practice
with Titik NOL,
University
of
Jendral
Soedirman
Rappelling
regular exercise
Wall
climbing
regular exercise
Rafting
Caving and cave
conservation
Reforesting
program
Open recruitment
Provision
of
Equipment
Program Kali
Bersih, Clean
River program
Field
work:
Building Structure
Field work: River
Engineering
General Lecture
Field
work:
Railway
Career workshop
Field study
Participating on
National
competition:
Transportation
subject at UI
Bridge subject at
ITS
Reinforced
Concrete subject
at ITS
Places
Dates
Kaliurang
monthly
UGM Student Center
monthly
Kali Elo
July 2007
Cermai Cave
Feb-08
CEED-UGM
CEED-UGM
Building Structure
River Engineering
Railway Engineering
CEED-UGM
Annually (May)
Annually (June)
Conference
CEED-UGM
Start of early period of
management (September)
2
Group
Photographing
CEED-UGM
Start of early period of
management (September)
4
5
6
7
8
Open
Recruitment
Education
and
Training
National Seminar
Election of New
Board
Report
on
Accountability
Inauguration
of
the
elected
student
committee/Hand
over
All courses
Universitas Indonesia
ITS
ITS
1
3
Relevant Courses
CEED-UGM
CEED-UGM
Once a year (March)
Senate Hall, UGM
May 2007
CEED-UGM
August
CEED-UGM
August
CEED-UGM
September
AUN QA JTSL 71
Sections
No.
9
10
11
Section IV:
Community
Development
1
2
3
4
5
6
Clapeyron
1
2
3
4
5
Student
welfare
1
2
3
4
5
Activities
Visit
from
Universitas
Semarang
(Semarang
University)
Visit
from
Universitas
Pendidikan
Indonesia
(Indonesia
Education
University)
Visit from
Universitas
Trisakti Jakarta
(Trisakti
University)
Renovation
of
Joint Secretariat
Blood
donor
scheme
Social Action
Waste
management
action
Drafting a book:
Dari
Pogung
Untuk Indonesia
(From Pogung for
Indonesia)
BPPTS
House and
school renovation
at Bantul district
which hit by the
2006 Java
earthquake
Publication
of
Clapeyron
magazine
Publication
of
Clapeyron
bulletin
Provision
of
Casio calculator
Open
Recruitment
Education and
Training for new
board
Provision
of
Paper for Building
Structure
Provision of Food
and Drinks
Provision
of
Refreshments for
a seminar on
Final Project
Provision
of
Refreshments for
General Lecture
Provision
of
Places
Dates
Relevant Courses
CEED-UGM
CEED-UGM
CEED-UGM
March 2007
CEED-UGM
CEED-UGM
Apr-08
CEED-UGM
Apr-08
CEED-UGM
February 2008
CEED-UGM
February 2008
CEED-UGM
Bantul
2007
twice a year
bymonthly
arranged acc. to needs
CEED-UGM
February
CEED-UGM
March
CEED-UGM
September
CEED-UGM
once a week
CEED-UGM
CEED-UGM
CEED-UGM
AUN QA JTSL 72
Sections
No.
6
7
Biro Penerbit
Teknik Sipil,
Publishing
Bureau
1
2
3
4
Pelayanan
Komputer
Teknik Sipil,
Student
computer
services
Activities
Refreshments for
field work
Open recruitment
Education and
Training for new
board
Publishing Civil
Engineering
Coursebooks
Jogja Computer
Expo
Open recruitment
Education and
Training for new
board
AUTOCAD short
course
SAP2000short
course
Studium
generale, general
study
Jogja computer
expo
4.3
Places
Dates
CEED-UGM
February
CEED-UGM
March
Relevant Courses
CEED-UGM
JEC
May 2007
CEED-UGM
February
CEED-UGM
March
CEED-UGM
September
CEED-UGM
February
CEED-UGM
May 2008
JEC
May 2007
Curriculum Design
The latest curriculum of the SP-CE is based on the 2006 curriculum. The
formulation of this curriculum has involved soliciting input/feedback from stakeholders
(the departmental board of management, lecturers, employees, students, alumni,
employers, and the public/association) with the purpose of producing a curriculum that
truly satisfies societal requirements. For this purpose, workshops were conducted to
obtain feedback from all stakeholders.
The SP-CE continues to develop activities related to education, research, and
community service. One program in education and collaboration that has been
internationally acknowledged is a lecture management system (LMS) referred to as
eLisa (eLearning System for Academic Communities). The aim is to speed up progress
in education not only within the University but throughout Indonesia. At the invitation of
HP Technology for Teaching Grant Initiative for International Higher Education, UGM
made a proposal and was awarded a grant of USD 75,000 comprising USD 55,000 for
equipment and USD 20,000 for education. With this grant, UGM will introduce
innovations in the Numeric Method course in the SP-CE. It is expected that this
innovative approach will be adopted in all the other courses as well. In fact, anyone in
AUN QA JTSL 73
the country who strongly desire to accelerate their learning process and study progress
can gain access to this innovation through http://elisa.ugm.ac.id.
4.4. International Collaboration
The CEED-UGM has established collaborative arrangements in education,
research, and community development. Collaboration in education is described below.
1. Undergraduate education with EXISTENTE Program
This is a partial scholarship program organized by the Dutch government. CEEDUGM students who have earned 120 cred.hrs can continue their studies at a university
in the Netherlands. Upon completion, they are awarded an undergraduate degree by the
university in the Netherlands and by UGM. This can be considered as a twinning
program. In 2006-2007 two students undertook this program at Hogeschool Utrecht.
Actually, five students had been accepted but three students withdrew because of
difficulty in covering the cost of living. In the 2007-2008 academic year, the collaboration
was extended by the involvement of two more universities, i.e. Saxion University of
Applied Sciences (Deventer) and Hanze (University of Applied Sciences (Groningen).
There are at present seven students doing courses under the EXISTENTE program.
2. Undergraduate education in other foreign universities
In the 2006-2007 academic year, one student obtained a scholarship to study at
NUS, Singapore. In addition, collaborative arrangements have been made with other
universities, i.e. Kyoto University, University of Malaya, Nanyang Technological
University, Osaka University, and Chulalongkorn University.
3. Postgraduate education with foreign universities and institutions
Beginning in 2007, the CEED-UGM has collaborated with the Asian Institute of
Technology Thailand, and in 2001-2005 a postgraduate program in integrated sedimentrelated disaster management was carried out in collaboration with JICA. Collaboration
with international institutions in research and community service have been implemented
by CEED-UGM.
4. Collaboration to handle the May 2006 earthquake in Yogyakarta
In the wake of the earthquake, the CEED-UGM set up a unit of task
force/technical service post (Posyanis). It served as a center for coordinating aid from
national tertiary institutions (UI, ITB, ITS, UNDIP, USAKTI, UNPAR, UAJY, UII, PETRA,
STTNAS) and international ones (Kobe, Taiwan, Karlsruhe and Monash).
5. Collaboration for post-earthquake reconstruction
AUN QA JTSL 74
At the beginning, the Posyanis focused on assessment of houses, schools, and
other buildings to ensure their safety. In its development Posyanis gave technical
support and assistance in reconstruction. Lecturers and senior students were involved in
training, counseling, consultation, and supervision of the construction of earthquakeresistant buildings. A donor institution, JICA, supported the program and in July 2006
Posyanis activities were developed in more locations (Trimulyo-Jetis, Kasongan, and
Kotagede). With the support from the University of Karlsruhe (Germany), three new
Posyanis were developed to cover a wider area. Within six months, the Posyanis offered
its services and conducted two international seminars and a great number of national
seminars and workshops to discuss various technical and legal aspects in connection
with the construction of earthquake-resistant houses. With JICA’s support, the Posyanis
was designated as a Subdistrict Posyanis in 17 subdistricts in Bantul Regency.
The reconstruction effort has continued to exist and is now well under way in
collaboration with international institutions such as IFRS, JICA, IOM, UNDP, USAID,
AUSAID, GTZ, IBRI, Exxon, and Total Indonesie. The total fund for community
development and research under this reconstruction program amounts to Rp 5 bilion.
6. International seminars
In 2006 and 2007, CEED-UGM was actively engaged in organizing international
seminars such as Earthquake Engineering and Retrofitting (July 2006), Non-engineering
Buildings (November 2006), Bamboo Summit (January 2007), and Sustainable
Development (February 2007).
7. Visiting Scholars
The CEED-UGM often invites many scholars from foreign universities. In 2006, it
was visited by over ten scholars to deliver a series of lectures and to make initial
arrangements for collaboration in education and research.
8. CKNet-INA (Collaborative Knowledge Network Indonesia)
This is a collaboration between ten universities in Indonesia and NUFFICS and
IHE (Institute of Hydraulic Engineering, Netherlands) in Water Resources and Irrigation
Management Capacity Building Network Project. The main activities and products of
CKNet-INA are training and education, joint research, integral consultation services, and
the facilitation of knowledge and information center.
9. Collaboration with UNICEF in the form of collaboration to investigate the conditions
of school buildings in areas struck by the May 2006 earthquake. The SP-CE has
been entrusted with assessment of buildings to ensure their safety.
AUN QA JTSL 75
10. Collaboration with CAI-Asia in the form of research to improve the water supply
infrastructure in areas struck by the May 2006 earthquake in Yogyakarta and its
environs.
11. Collaboration with Total E & P Indonesie in the form of research collaboration to
identify the safety of platforms for an extended period.
12. Collaboration with Total Indonesia in the form of research and house construction,
regional revitalization, and the function of a sentry post/guardhouse as a regional
information center.
13. Intensive Collaboration covering many aspects with JICA
The research and collaboration started from data collection of damaged
buildings, regional reconstruction and community revitalization, campaigning to promote
construction of earthquake-resistant houses to drawing up an administrative system for
obtaining planning permission to conform with the requirements for earthquake-resistant
buildings.
14. Collaboration with Universitat Karlsruhe, Germany in the form of students’
involvement in the earthquake-resistant system for buildings.
15. Collaboration with Exxon MobilOil, searching for solution to the problem of water
pipe installation.
16. Collaboration with the Building Research Institute, Japan in the form of research
on the behaviour of building walls towards earthquake forces.
17. Collaboration with Kyushu University, in the form of research collaboration with a
number of faculty members.
18. Collaboration with Hogeschool Utrecht, University of Applied Technology,
Netherlands in the form of sending senior students to obtain assistance in
supervision and research from research partners.
19. Collaboration with Hanze University, Groningen, Netherlands in the form of
sending senior students to obtain assistance in supervision and research from a
research partner.
20. Collaboration with Saxion University of Applied Sciences, Netherlands,
collaboration
with
Kobe
University
Graduate
School
of
Engineering,
collaboration with National University of Singapore in the form of sending senior
students to obtain assistance in supervision and research from researchers at these
universities.
AUN QA JTSL 76
4.4
Staff Development Activities
Efforts to develop a study program include education at higher levels,
participation in national and international seminars. Table 3.2 shows a list of lecturers
studying for higher degrees.
4.5
Feedback from Stakeholders
Every year the SP-CE conducts meetings with stakeholders to discuss the latest
issues in civil engineering and to exchange opinions about graduates.
Every five years the SP-CE carries out an evaluation and revision of the
curriculum by involving students, alumni and other stakeholders. A special team is set up
to conduct workshops and discussions.
There are two ways to monitor students’ progress:

A card control presenting a graph that indicates a student’s progress and the critical
points that a student must avoid

Online data of students that can be accessed by the departmental board through
akd-tsipil.ugm.ac.id
The SP-CE uses the AMI report to announce the number of graduates and drop-
outs. Every five years, the same information can be found from a report from the
National Accreditation Board.
A tracer study of alumni provides data on the organizations or institutions that
employ the SP-CE alumni and the advantages and disadvantages of the current
curriculum, which help the process of revision.
The SP-CE has been able to use the two grants it received from the awards it
won, i.e. the QUE project and the PHK-B to accelerate the achievement of the target of
upgrading the quality of its students. The PHK-B grant has contributed to the provision of
funds covering laboratory equipment, textbooks and journals, conferences, international
publications and patents, research grants, joint products, teaching grants, international
research linkage, curriculum 3+1, and mini-workshops.
The SP-CE also supports and develops research related to new technology and
the obtainment of patents, which can be used for public service and commercial
purposes.
AUN QA JTSL 77
CHAPTER V
OUTPUT
The target set by the SP-CE with regard to graduation is that students are
expected to complete their studies in 4,9 years with a GPA of 3,22. The SP-CE’s
graduates are known by the general public and the industrial world as having good
reputation and competitive competencies which enhance their employment opportunities
soon after graduation.
Another advantage that the SP-CE has is a strong alumni association with
relatively large membership holding strategic positions in the labour market. The
association is well organized and the members are bound together by a loyalty and
strong attachment to their Alma Mater. This fact is a valuable asset that has the potential
for their role as a reliable “consultative group”. This feedback and contribution will be
significant for the future development of the SP-CE. In order to support and promote
fruitful cooperation with the alumni, a Memorandum of Understanding has been made
between the YATSIGAMA (Civil Engineering Alumni Foundation) and the SP-CE. The
M.O.U. is concerned with cooperation in education and human resource development. It
paves the way for a tracer study of alumni and the resultant mutual benefits that both
parties will reap. The award of rolling scholarships is one of the Foundation’s
contributions now under way and has continued to exist. Its publication of the Proaktif
magazine serves as an instrument of a promotion for graduates. The alumni have also
contributed to curriculum revision by providing their input at a number of workshops.
Table 5.1 and Figure 5.1 shows a list of the graduates’ GPAs which have
increased from year to year.
AUN QA JTSL 78
5.1 Graduate Profile
Table 5.1 Graduates’ GPAs and Percentages
Percentage of graduate with GPA score of:
(%)
GPA
Academic year
Min
Average
Max
< 2.75
2.75-3.50
> 3.50
2005/2006
2.08
3.05
3.89
16.55
73.10
10.34
2006/2007
2.34
3.13
3.84
12.12
72.73
15.15
2007/2008
2.08
3.21
3.93
8.28
74.48
17.24
2008/2009
2.06
3.22
3.93
4.44
77.78
17.78
2009/2010
2.35
3.25
3.86
3.77
81.13
15.09
Graduates'GPA Chart
GPA
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
3.89
3.05
2.08
3.93
3.84
3.13
2.34
3.21
3.93
3.22
3.86
3.25
2.35
2.08
2.06
Min
Av
Max
2005/2006
2006/2007
2007/2008
2008/2009
2009/2010
Academic Years
Figure 5.1 Graduates‘ cumulative GPAs from academic year 2005/2006 to
2009/2010
AUN QA JTSL 79
Total of Graduates (%)
Percentage of Graduates'GPAs
90
80
70
60
50
40
30
20
10
0
73.10
72.73
81.13
77.78
74.48
< 2,75
2,75-3,50
> 3,50
16.55
10.34
2005/2006
12.12
2006/2007
17.78
17.24
15.15
8.28
15.09
4.44
3.77
2008/2009
2009/2010
2007/2008
Academic Years
Figure 5.2 Percentages of graduates’ cumulative GPAs from academic year
2005/2006 to 2009/2010
5.2 Pass rate and Drop-out rate
To determine the pass and drop-out rates, the SP-CE makes an evaluation at the
end of the prescribed period of study when students should have fulfilled the following
requirements:
a. Completion of 144 credit hours with a minimum GPA of 2,00;
b. No failing grade (E);
c. A total of grade D: 25% of the credit hours taken;
d. Completion of the Final Project and comprehensive examination
To help students satisfy the requirements, the measures taken are as follows:
a. Making an inventory of students’ conditions with regard to the problems they
encounter in their studies as points of consideration for the academic advisor in
offering guidance.
b. Sending a reminder to students:
1) towards the end of the programmed study period
2) in the sixth and half year of the study period
3) in the seventh year of the study period
4) towards the end of the extended study period
AUN QA JTSL 80
c. Giving special treatment of students after seven years of study:
1) Students are asked to draw up a plan of activities during the extended period as
a point of consideration for the faculty board.
2) Students report on their study progress by completing a monitoring form
provided.
Table 5.2 Recap of SP-CE drop-outs
Years
Total of Enrollees
Total of Graduates
Total of Drop-Outs
In 2 years
In 7 years
2006
134
99
Batch of 2004 = 3
Batch of 1999 = 6
2007
126
145
Batch of 2005 = 3
Batch of 2000 = 12
2008
121
135
Batch of 2006 = 15
Batch of 2001 = 7
2009
188
106
Batch of 2007 = 21
Batch of 2002 = 3
2010
203
5.3 Average Time to Degree
Below is the data on the students’ average period of time for completion of study
from 2007 to 2010, the number of graduates, GPAs of over 3,00, the average GPAs of
graduates, and the amount of time spent for completing the Final Project.
Table 5.3 Profile of SP-CE graduates 2007-2010
Academic year
Total of
Graduates
Length of
Study
(Year)
GPA>3
Average GPA
Length of Final
Project
(Month)
2007
145
4.94
115
3.22
6.9
2008
111
4.83
91
3.21
6.7
2009
91
4.83
81
3.25
7.5
2010
40
5.12
30
3.18
7.2
Average
97
4.93
79
3.22
7.08
The targeted period of time for completion is ≤ 5 years. The Table above shows
that the average period is 4.93. Efforts to shorten the study period and motivate students
to finish their studies earlier are as follows:
AUN QA JTSL 81

Flexibility in the supervision of the Final Project in the sense that a student is allowed
to designate his/her own supervisors. Besides, the number of supervisors should be
limited for the sake of efficiency. (Only one supervisor is recommended)

Continuous monitoring of the process of doing the Final Project.
5.4 Employability
The targeted waiting period before getting a job after graduation is less than or
equal to 2.5 months. From a tracer study conducted in 2008, it was found that the
average waiting period is one month. However, the result of the tracer study has not
covered all graduates so that we still cannot get a percentage of graduates who find
employment in less than or equal to six months. This also applies to the percentage of
graduates who still do not find employment two years after graduation.
AUN QA JTSL 82
CHAPTER VI
Stakeholder Satisfaction
6.1 Opinion – Student
Students are well informed about the curriculum and the courses in the SP-CE.
With regard to the RPKPS (course outlines and lesson plans), a student representative
is directly involved in the approval of the RPKPS offered by the lecturer who teaches a
particular course. There is an annual evaluation of the RPKPS by both lecturer and
student representative.
In line with the ISO requirements, the SP-CE board adopts the policy of
responding positively to students’ complaints about any matter concerning the conduct
of the educational program and academic activities. Inputs from students are obtained,
among other things, from questionnaires at the end of a semester, which contain
students’ evaluation of their lecturer’s performance. The results of the evaluation are
recapitulated and given to the lecturers for a follow-up response or action.
6.2 Opinion – Alumni
The SP-CE regularly makes an evaluation and revision of the curriculum, which
involves the alumni through a questionnaire, soliciting their opinion and feedback,
particularly on various aspects related to the advantages and disadvantages of the
curriculum in their employment situations as well as the latest issues in the labour
market.
From the distribution of alumni in the labour market, it is found that the SP-CE
alumni are employed according to the competencies they have. The result of tracer
study shows that the curriculum is directly practicable in the labour market, and it suits
market demand.
6.3 Opinion – Labour market
In order to get feedback from the labour market, the SP-CE sends questionnaires
to the alumni’s employers. One specific complaint from the alumni, however, is that they
lack self-confidence when they first enter the labour market, but this does not last very
AUN QA JTSL 83
long. In the course of time and with more experience they gain their confidence,
especially because they find that they have greater competencies in comparison with the
alumni of other universities.
In response to the issues in the labour market, the SP-CE encourages students
to build their self-confidence and gain more experience in civil engineering by supporting
students’ activities and their participation in various contests.
6.4 Opinion – Society
The society at large has a high appreciation of the SP-CE graduates because of
their outstanding competencies as a result of a well-devised curriculum. This is
evidenced by the accreditation status of the SP-CE with a grade of A or a score of above
95 %.
AUN QA JTSL 84
CHAPTER VII
Summary of SWOT Analysis
AND QUALITY PLAN
7.1. SWOT Analysis
1. Strengths
The main features that give the Civil Engineering Study Program a competitive
advantage are as follows:
a. Powerful vision to be an internationally reputable institution and the earnest
mission to carry out the Tridharma (tripartite doctrine of higher education) by
seeking the active involvement of stakeholders.
b. An excellent reputation as an institution that has consistently received the highest
rank by the national accreditation board, and enjoys adequate infrastructure, IT
resources and services.
c. Highly qualified academic staff (15 holders of professorships, 42 holders of
doctorates,
and
16
holders of
master’s degrees),
and
an
adequate
teacher/student ratio of 1:11.
d. A student body with high academic ability.
e. Co-operation and excellent relations with stakeholders (academic community,
alumni, construction industries, departments within UGM and tertiary institutions
outside UGM).
f.
Good governance: structured, accountable, and monitored.
g. An environment and atmosphere that are conducive to education: democratic,
participatory, and transparent.
h. Regularly updated curriculum and course outlines for each semester.
i.
Complete and high quality infrastructure and amenities for lecturers, employees,
and students.
AUN QA JTSL 85
2. Weaknesses
The SP-CE has a number of shortcomings in need of close attention and
improvement:
a. Lack of intensive dissemination of information on its vision and missions, as well
as a long-term development program.
b. Lack of a policy on recruitment of new faculty members on a regular basis, lack
of clearly defined career levels for supporting personnel, and students’ low level
of English proficiency.
c. Insufficiency of the IT facilities (hardware, licensed software, human resources)
to meet existing needs.
d. Unsatisfactory performance in carrying out a tracer study.
e. Limitations of some laboratory equipment, lack of routine maintenance and
operation.
f.
Comparatively lower standards of living and economic well-being of faculty
members and supporting staff vis-à-vis their counterparts in foreign universities.
3. Opportunities
a. Frequent offers of international collaboration in education and research from
foreign universities and other institutions.
b. Frequent offers of funding or financial assistance in the form of scholarships or
grants for research and community service from the government, alumni,
industries, or domestic and foreign institutions.
c. Adoption of diversified learning modes by introducing e-learning currently
developed at UGM in addition to the conventional modes.
d. Invitations to participate in a variety of competitions for students in science and
technology from other universities as well as government and non-government
institutions.
e. The relatively low cost of living in Yogyakarta, which attracts prospective
students to pursue their studies in this city.
f.
Close links with alumni.
g. Grants from private and government institutions and cooperation with
construction industries, which help the procurement and maintenance of
laboratory equipment.
AUN QA JTSL 86
4. Threats
a. Increasingly stringent competition with foreign universities in Indonesia and
universities in the neighbouring countries with better infrastructure.
b. Gradual deprivation of human resources caused by the enticements offered by
jobs in the public and private sectors.
c. The declining popularity of the study program in civil engineering and limited
employment opportunities as a result of an excessive increase in the number of
graduates nation-wide.
d. Government regulations on the complicated and bureaucratic procedure for
procurement of goods and services, which the University has to comply with.
7.2. Quality Plans for the coming years
1. Strategies
The SP-CE’s development strategies have been drawn up in various areas as
set forth herein below:
a. Organization
1) A long-term strategy covering programs, human resources and funding.
2) Increased
collaboration
in
education
and
research
with
foreign
universities as well as government and non-government organizations at
international level.
b. Academic Matters
1) Quality improvement in the teaching and learning process.
2) Preservation and betterment of the academic atmosphere.
c. Human Resources
1) Provision of opportunities and facilities for faculty members to carry out
community service on campus.
2) Setting up a number of recruitment committees and appropriate officers to
deal with a variety of undertakings that should be done concurrently and
move forward in parallel with one another.
d. Resources and Facilities
1) Improvement in the capacity and reliability of the infrastructure for study,
research, administration, and ICT (information and communication
technology).
AUN QA JTSL 87
2) Rearrangement and readjustment of the campus lay-out to create a more
comfortable physical environment.
3) Improvement in the management of assets to optimize their functions.
e. Students Affairs
1) Giving support for students’ extra-curricular activities.
2) Intensification of promotional activities to attract prospective students with
high academic ability.
f.
Cooperation
1) Expansion of cooperation network with alumni, government and nongovernment
institutions,
and
other
universities
at
national
and
international levels.
2) Participation in competitions for grants and cooperation to facilitate
procurement of new laboratory equipment.
3) Improvement in collaboration in education and research with foreign
universities and government and non-government institutions.
4) Improvement in services to the public through the use of laboratory
facilities and soft skills.
2. Action Plans
In accordance with the afore-mentioned vision, missions, and the formulation of
strategies, here are the action plans of the SP-CE’s board of management for the
2007-2011 period. Some of these action plans are the continuation of the already
existing programs.
a. Organization
1) A long-term strategy covering programs, human resources, and funding
i.
Setting up a special team in charge of drawing up a long-term
strategy for departmental development.
ii.
Intensified evaluation of the workload of faculty members and
employees, making preparations in anticipation of their retirement
and recruitment of new staff.
2) Expanded collaboration in education and research with foreign
universities as well as government and non-government institutions at
international level
AUN QA JTSL 88
i.
Strengthening research collaboration with foreign universities.
ii.
Strengthening
the
student
exchange
program
with
foreign
universities.
iii.
Strengthening internship collaboration with industries.
- Making the necessary efforts to fulfil the requirements for the
award of ISO 9001:2000 in order to improve the quality
management system.
- Dissemination of information on the SP-CE’s vision and missions.
b. Academic Matters
1) Improving the quality of the learning experience
i.
Periodic evaluation of the 2006 curriculum.
ii.
Giving lectures in which English is used as a medium of instruction.
iii.
Insistence on the strict application a course outline and lesson plan
for each course of instruction.
iv.
Periodic internal audit of academic quality.
v.
Adoption of e-learning.
vi.
Adoption of the SCL and PBL approaches.
vii.
Periodic provision of guest lecturers involving academicians,
practitioners, and alumni (5 sessions per semester).
viii.
Even distribution among the academic staff in their share of thesis/
final assignment supervision and monitoring of the quality of work
produced.
ix.
Expansion of opportunities for students to pursue further studies at
foreign universities.
2) Preservation and betterment of the academic atmosphere
i.
Evaluation of lecturers’ performance by students.
ii.
Even distribution of lecturers’ teaching loads.
iii.
Enforcement of detailed and clear rules and regulations on each
activity relating to syllabi, course outlines, class schedules, and
standards of evaluation.
iv.
Improved use of references, including provision of reference books,
intranet and internet facilities.
v.
Transparency of educational activities and students’ academic
achievements.
AUN QA JTSL 89
vi.
Organization of undergraduate and graduate programs (S1,S2,S3)
in one location to facilitate interactions among students of all the
program levels.
c. Human Resources
1) Provision of opportunities and facilities for faculty members to carry out
community service on campus
i.
Enforcement of detailed and clear rules and regulations on faculty
members’ community service activities and provision of supporting
facilities.
ii.
Involvement of students in research and community service in order
to broaden their horizons and expand their understanding of social
issues.
2) Setting up a number of committees for recruitment and appropriate
officers to deal with a variety of undertakings which should be done
concurrently and move forward in parallel.
3) Periodic recruitment of faculty members and supporting staff.
4) Improvement of professionalism of faculty members and supporting staff
through further training and education (particularly for development in
construction management, environmental engineering, and IT).
d. Resources and Facilities
1) Improvement of the capacity and reliability of infrastructure for study,
research and administration
iii.
Improving IT facilities for student services (e.g. for filling in the
course credit load card and grade report card).
iv.
Designing websites for information on SP-CEs, database on human
resources and providing support for a tracer study.
v.
Increased procurement of computers to replace old and worn-out
computers and to increase the number of computers including
software
(specifically
for
environmental
engineering
and
management).
vi.
Addition of hotspots for student services.
vii.
Procurement of new laboratory equipment.
AUN QA JTSL 90
viii.
Participation in competition for grants and cooperation to enable
procurement of new equipment (as from the Directorate General of
Higher Education and international institutions).
2) Rearrangement of the campus lay-out
i.
Rearranging campus grounds to create an academic atmosphere
and a more comfortable work environment.
ii.
Provision of a communal area for lecturers, supporting staff and
students to get together socially outside academic activities.
3) Improvement in the management of assets to optimize their functions
e. Student Affairs
1) Giving support for students’ extra-curricular activities
i.
Provision of office for student organizations.
ii.
Involving the Civil Engineering Students’ Association in academic
activities such as general lectures, seminars, and field studies.
2) Intensification of promotional activities to attract more prospective
students with high academic ability
i.
Updating information on the internet.
ii.
Intensifying dissemination of information through print and electronic
media.
iii.
Provision of scholarships for students with high achievement,
student activists, as well as those unable to meet educational costs
and in need of financial aid.
f. Cooperation
1) Expanding cooperation networks with alumni, government agencies, nongovernment institutions, as well as domestic and foreign universities.
2) Participating in competitions for grants and collaboration to enable
procurement of new laboratory equipment.
3) Improving collaboration in education and research with foreign universities
as well as government and non-government institutions at international
level.
4) Improving services to the public through the use of laboratory facilities
and soft skills.
AUN QA JTSL 91
REFERENCES
1. Panduan Akademik 2006, Jurusan Teknik Sipil dan Lingkungan FT UGM,
Yogyakarta, Indonesia.
2. BAN Report 2008, Jurusan Teknik Sipil dan Lingkungan FT UGM, Yogyakarta,
Indonesia.
3. ISO Report 2010, Jurusan Teknik Sipil dan Lingkungan FT UGM, Yogyakarta,
Indonesia.M
4. AMI Report 2010, Jurusan Teknik Sipil dan Lingkungan FT UGM, Yogyakarta,
Indonesia.
AUN QA JTSL 92

Table of Contents - KJM UGM

Transcription

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