TABLE OF CONTENT
Page
I. INTRODUCTION
1.1. Executive Summary ... 1.2. Organization of the Self-Assessment ... 1.3. Brief Description of the University, Faculty, and Department ....
1 2.10. Facilities and Infrastructure ... 2.11. Quality Assurance of Teaching and Learning Process ... 2.12. Staff Development Activities ... 2.13. Feedback Stakeholders ... 2.14. Output ... 2.15. Stakeholder Satisfaction ...
7
III. STRENGTHS AND WEAKNESSES ANALYSIS
1
I. INTRODUCTION
I.1. Executive Summary
“Self Assessment Report” document is prepared for the ASEAN University Network – Quality Assurance (AUN-QA) Assessment for the Study Program of Agronomy and Horticulture (SP-AGH) in the Bachelor Degree (Sarjana; undergraduate) offered by the Department of Agronomy and Horticulture (Dept. Of AGH), Faculty of Agriculture, Bogor Agricultural University (IPB, Institut Pertanian Bogor).
This document consist of introduction of institusional host (Bogor Agricultural University; Faculty of Agriculture; Department of Agronomy and Horticulture), Self Assessment Report according to AUN-QA criteria (15 criteria), Strengths and Weaknesses Analysis, and Improvement Plan.
IPB establishment in 1963, right now consists of 9 Faculties and 38 Departments. The IPB student body in 2011 is 25,629 students. IPB is supported by 1,246 active lecturers, which consisted of 12 % professors, 44 % PhD, 33% Masters, and 11% undergraduate. Faculty of Agriculture has 4 departments, namely Department of Agronomi dan Horticulture, Department of Soil and Land Resouce, Department of Plant Protection and Department of Landscape Architecture. Dept. of AGH has sertified and implemented ISO 9001:2008 since 2010.
SP-AGH has objective to have graduates as a Bachelor degree who is able to manage the plant production unit optimally by applying science and technology in sustainable agricultural systems. The competency is formulated based on Indonesian Qualification Framework (IQF) which consist of three categories, i.e. : 1) Capability of the workforce; 2) The scope of the workforce in accordance of their expertise and 3) Managerial competence. Those three categories have eleven learning outcomes (LO). These learning outcomes basically are emphasized on 1) basic knowledge, 2) technical knowledge and competences, and 3) softskills.
SP-AGH is full time mode of study, established in 2005, however previously has established since 1963. The period of study set for 8 semester (4 years) with credits requirement 144. AGH has been accredited A by National Accreditation Board. SP-AGH accept around 170 students per academic year.
2 achievement of certaint LO. Every course is accompanied by Learning Program Outlines (GBPP) and a plan for teaching and learning activities (SAP). Besides lecturing method, some courses have been implementing Student Centered Learning (SCL) approach. Some students have participated in a student exchange/mobility program. The teaching and learning process is evaluated through GBPP and SAP review, form of evaluation process of the course, and EPBM (Evaluation on Teaching and Learning Process). Student assessment on all courses in a semester is presented in a student’s academic record (transcript) that inform grade of each subject taken by the student, GPA (Grade Point Average) and CGA (Cummulative Grade Point) that will determine the status of Student Study Continuation. Every student has academic supervisor since enter the SP-AGH and a supervisor for his/her final project.
There are 65 full time and qualified academic staffs at the Dept. of AGH with 85 % among them hold a PhD degree and 18.5% (12 persons) as Professors. Dept. of AGH has 42 support staffs, consist of 25 permanent and 17 non-permanent staff. Academic facilities and infrastructure includes classroom, discussion room, seminar room, laboratorium, experimental field, library, computers, medical facilities, student dormitories and international dormitory.
New students selection has 5 (five) entry schemes, namely: 1) National Admission Selection for Public University (SNMPTN) by Invitation scheme; 2) SNMPTN by Test scheme; 3) Special Invitation for high school graduates who won national or international awards (PIN); 4) Independent Talent Based Examination (UTM); and 5) Local Government Scholarship (BUD).
Quality assurance at the university level is organized yearly by internal audits at IPB level (Office for Internal Audit) which includes education aspect, management, properties and facilities, using nasional, university, and departmental SOP as standards. The audit system in Departemen level was also anually performed internally and externally as requirement for ISO 9001:2008. Dept of AGH assure the quality of its graduates by regularly performed curriculum evaluation, continuously encourage all academic staffs to sustain to the latest development in sciences, continuously improving learning facilities, and developing programs to increase soft skills.
3 study program improvement, including teaching and learning methods, process and curicullum review.
1.2. Organization of the Self-Assessment
Head of Dept. of AGH appointed the Team for preparing document and other related activities regarding the Assessment applying to the Asean University Network for Quality Assurance (AUN-QA). The team consist of Steering Committee (head of division and Professor who has experience as assessor at BAN-PT), task force team for preparing Self Assessment Report (SAR) and related documents, resource person from related units, and supporting team. The preparation for international accreditation has been started since 2010, with some initial activities.
The task force team consist of 12 (twelve) academic staffs of Dept. of AGH. They divided in 4 working goups according to related criteria of AUN-QA, i.e.: 1) Criteria 1, 2, and 3; 2) Criteria 4, 5, 9, and 11; 3) Criteria 6, 7, 10, 12; and 4) Criteria 8, 13, 14, 15.The task force team working with fully supported by Head of Department, and supervised and facilitated by IPB Quality Assurance Office.
1.3. Brief Description of the University, Faculty, and Department
1.3.1. Bogor Agricultural University
Bogor Agricultural University (Institut Pertanian Bogor, IPB) has vision for 2025,
which declare "To become a leading research-based university in the world with the major competence in tropical agriculture, biosciences, and possessing entrepreneurial characteristics". The mission of the University are: 1) Conducting high quality higher education and comprehensive supervision of students for the purpose of promoting the nation's competitiveness; 2) Developing science and technology based on the current needs of the communities and the future trends; 3) Building a system of higher education management having the characteristics of entrepreneurship, effectiveness, efficiency, transparency and accountability; 4) Promoting the formation of civil society on the basis of truth and human rights.
4 and relevant to science, technology and arts for community welfare. To ensure this quality statement can be implemented in all activities at the university, IPB has established Quality Management ofice.
IPB consists of 9 Faculties and 38 Departments. IPB offers 16 Study Programs of vocational study (Diploma), 35 Undergraduate Study Programs, 79 Master Study Programs and 48 Doctoral Study Programs. Study programs offered by IPB cover a wide range of agricultural sciences, from social-economic sciences, to natural and environmental sciences, marine science and technology, and engineering sciences, mathematics, computer science and human ecology.
The IPB student body in 2011 is 25,629 students, which consists of Diploma Vocational (6,040), Undergraduate (15,547), Master (2,495), and Doctoral students (1,526). Since it’s establishment (1963) IPB has produced 94,285 graduates. IPB is supported by 1,246 active lecturers, which consisted of 12 % professors, 44 % PhD, 33% Masters, and 11% undergraduate.
IPB has established strong Institute of Research and Community Service, that coordinates 19 research centers and community service centers. For academic activities IPB is supported by a number of supporting units such as the university central library, integrated laboratories, university farm, education forest, marine research station, etc. Total land for all IPB’s activities is 665.9 ha, which includes Experimental Farm (371.6 ha) and campus ground (294.3ha). IPB is also has 10 dormitories and hostels with a capacity of 5,109 students include one dormitory for overseas students with capacity for 40 students. There are a lot of student activities unit in IPB. At least 69 student activity units officially registered and very active with their many annual program, such as sport, art and culture, music, professional activities, community service, etc.
1.3.2. Faculty of Agriculture
5 basic and applied research with the orientation of developing tropical agriculture and 3) To apply, utilize and disseminate education and reaseach results to society.
In period 1984 to 2005, Faculty of Agriculture has 5 Departments, namely Department of Agronomy consist of 4 study program in undergraduate program, namely Study Program (SP) Agronomy, SP Horticulture, SP Plant Breeding and Seed Technology, and SP Landscape Architect. Department of Soil Science, Department Pest and Disease, Department of Social and Agriculture Economic consist of 3 study program namely SP Agribusiness, SP Resource Economy and SP Communication and Community Development, Department of Community Nutrition and Family Resource.
In 2005, since IPB as legal entity, Faculty of Agriculture has 4 departments, namely Department of Agronomi dan Horticulture, Department of Soil and Land Resouce, Department of Plant Protection and Department of Landscape Architect, while the other departments merge with other new faculties. Since 2005, every Department has allow only one SP.
1.3.3. Department of Agronomy and Horticulture
The Department of Agronomy and Horticurture has vision to be center of excellent in the academic acivities and the development of science and technology in international level in the field of environmental engineering, genetic potential and physiology of plant resources to support sustainable agriculture. Mission of departement are: 1) Conducting the academic and professional education with high qualification in the field of plant resource management, 2) Carrying out research in environmental engineering, potential genetic and physiological plant-based resources, development and its distribution to support sustainable agriculture and environmental sustainability, and 3) Conducting the community service to improve the welfare of society. The Objectives are: 1) To produce qualified graduates with the ability to manage plant-based resource and, 2) To produce science and technology in the field of environmental engineering, potential genetic, and physiology to support national development and society welfare. The Quality Policy of Department of Agronomy and Horticulture is “Producing graduates and excellent science and technology in the field of sustainable tropical agriculture and relevant to community needs”
6 Undergraduate in Agronomy and Horticulture, 2) Master Program in Agronomy and Horticulture, 3) Doctoral Program in Agronomy and Horticulture, 4) Master Program in Plant Breeding and Biotechnology, 5) Doctoral Program in Plant Breeding and Biotechnology, 6) Master Program in Seed Science and Technology, and 7) Doctoral Program in Seed Science and Technology. All study program under Dept of AGH has acccredited by National Accreditation Board of Indonesia (BAN-PT). Undergraduate program of Agronomy and Horticulture has accredited A (382 of 400) by BAN-PT valid untill 2016. This record is the highest among similar study program in Indonesia. Dept of AGH has also obtained ISO:9001 2008 since 2010.
Dept of AGH has 65 permanent lecturers, whereas 56 people have doctorate degree from various leading universities in the world, either from America, Europe, Japan or Australia, 12 Professor, 42 supporting staff. All lecturers is divided into five scientific divison, namely 1) Division of Plant Biotechnology, 2) Division of Plant Ecophysiology, 3) Division of Genetic and Plant Breeding, 4) Division of Seed Science and Technology and 5) Division of Plant Production. To support academic excellence, Department of AGH has been equipped with very adequate laboratory facilities, buildings, offices, and experimental fields.
In order to achieve the vision, mission, objectives and program to improve quality of academic activities, Dept of of AGH has developed targets for 2008-2013. This target is in line with IPB’sand Faculty of Agriculture’s target. The Department of AGH’s targets has also adjusted to the scope of task, mandate and competency of Department. There are four targets of department, namely :
1) The internationalization of academic quality standards and implementation of research, 2) Improving the quality of inputs and processes of academic and non–academic.
3) Increasing the number of publications, citation and application technology, 4) Increasing income generating activities and welfare.
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II. AUN-QA CRITERIA REQUIREMENTS
2.1. Expected learning outcomes
Study Program of Agronomy and Horticulture (SP-AGH) is operated to fulfill the needed workforces for national development, that equipped with proper knowledge and skill on plant cultivation (production) and good personality. The need of workforces with qualification on agronomy and horticulture is high as most of the graduates are absorbed by our stakeholders (especially agricultural companies and units within the Ministry of Agriculture). The graduates of SP-AGH are expected contribute to achieve the food security programs. This is very important since agricultural sector is the mayor field for most Indonesian people. Using the appropriate technology in sustainable agriculture whilst employing the comparative and competitive advantages of the local and national resources the quality of agriculture product will be increased, thus it will improve prosperity of Indonesian society.
The graduates SP-AGH as a Bachelor degree must have the competence:
”Being a graduate of Agriculture who is able to manage the plant production unit optimally by applying science and technology in sustainable agricultural systems". The competency is prepared in accordance to the purpose of SP-AGH, to provide quality graduates with expertise on agriculture technology, maximizing plant production in sustainable agriculture. The competency is formulated based on Indonesian Qualification Framework (IQF). According to IQF, the learning outcomes of study program consist of three categories, i.e. : 1) Capability of the workforce; 2) The scope of the workforce in accordance of their expertise and 3) Managerial competence (Table 2.1.1.). Those three categories of learning outcomes basically are emphasized on 1) basic knowledge, 2) technical knowledge and competences, and 3) softskills.
8 of our alumnae to keep up with the development of science and technology and to adapt to the information in globalization era and stimulate them to take further study.
Table 2.1.1. Program Learning Outcomes Intended Learning
Outcomes Teaching and Learning Methods Assessment
PLO-1. Capability of the workforce PLO-1.1. Identification and analysis
PLO-2. Science and technology proficiency
PLO-2.1. Proficient with knowledge post harvest of primary poducts PLO-2.4. Proficient with basic
PLO-3.3. Capable of working in a team, and responsible for the team accomplishment
9 The proficiency on science and technology is further descript in learning outcomes presented in Table 2.1.2.
Table 2.1.2. Description of proficiency on science and technology and its learning outcomes
Learning outcome Sub-LO in the scope of science and technology
2.1. Proficient with
LO-2.1.1 Science related to identification of specific plant traits and genetic diversity
LO-2.1.2.
Science and technology to make use of the genetic potential through convensional breeding as well as biotechnology in order to conserve germplasm and to engineer new varieties
LO-2.1.3. Science and technology to produce high quality planting materials. condition and its physiological respons on plant growth and development
LO-2.2.2
LO-2.3.1. Science and technology on plant producton, LO-2.3.2 Science and technology on post harvest
handling of primary product
LO-2.3.3. Quality testing technique of the primary product hypothesis testing as well as data analysis. Data presentation and scientific writing
10
2.2. Programme Specifications
The program specification of Study Program of Agronomy and Horticulture are as follow:
Name of Study Program : Agronomy and Horticulture
(Program Studi Agronomi dan Hortikultura) Institutional Homebase : Department of Agronomy and Horticulture,
Faculty of Agriculture
Bogor Agricultural University Address : Jl.Meranti, Kampus IPB Dramaga
Bogor 16680 Indonesia, ZIP Code: 16680 Contact : Phone/Fax. : +62-251-8629353
E-mail: agronipb@indo.net.id Website: agrohort.ipb.ac.id Year of establishment : 2005
(Formerly was merger from Study Program of Agronomy, Study Program of Horticulture, Study Program of Plant Breeding, and Study Program of Seed Science and
Technology, since 1998; and previously as Study Program of Agronomy, since 1963)
Accreditation status : A degree, with total score 382 (in maximum 400) By National Accreditation Board of Higher Eduation (BAN-PT) No.044/BAN-PT/Ak-XIII/S1/II/2011
For the period February 4th 2011 to February 4th 2016 Quality Management
System
: ISO 9001:2008, No.: QSC 00861 5 November 2010 – 4 November 2013
(Accredited by Sucofindo International Certification Service and National Acreditation Committee, KAN)
Degree awarded : Sarjana Pertanian
11 The program is intended to provide graduates who are able to manage the plant production farm optimally by applying science and technology in sustainable agriculture systems. The competence is expected to be achieved through the curriculum which contributes to learning outcomes as described in Table 2.1.1 and 2.1.2. The summary of the program related to stages of study, unit service of courses, credits and achievement level are presented in Table 2.2.1. The course structures and credits of each course are described in Table 2.3.1 and contribution of each course to the intended learning outcomes are presented in Table 2.3.2.
Most of curriculum (68%) are specific to Agronomy and Horticulture discipline, designed to provide graduates with the qualifications as in line with the vision and mission of the study program, i.e. competent in the area of agronomy and horticulture, high analitical capabilities required for the graduates to work in a diverse agricultural sectors, including private and state-owned agricultural production, seed industry, researcher, academics, and agricultural consultancy.
Table 2.2.1. Resume of the program: program in line with stage of study, unit service of course, credits and achievement level
Year Credits Serving unit of courses
Achievement Level
1st year 31 3
First Year Common Program, IPB, compulsory Interdepartemental, compulsory
Major of study program, compulsory & elective Interdepartemental, compulsory
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2.3. Programme Structure and Content
The program structure is summarized in Table 2.3.1. Details on courses structure and credits of each course are described in Table 2.3.2 and contribution of each course to achieve the intended learning outcomes are presented in Table 2.3.3. In summary, the curricullum comprises of 68% courses from study program, and department within the faculty, 22% general courses and 10% of minor/supporting courses. Students can choose up to 15 credits of minor/supporting courses. The minor or supporting courses can be from major of respective faculty or other faculties but not from major it self. The depth of the courses are indicated by the first figure of the course code, ranged from 1 to 4. The code of courses for the first year students begin with 1xx and 2xx that indicates the depth of basic level. In contrast, in the fourth year the course code begin 4xx indicates that the course content will be more advance.
Table 2.3.1. Resume of courses structure
Courses Group Credits Percentage
First year (general courses/
university courses) 31
21.53 Interdepartment (Faculty
specific) 30
20.83 Major (Study Program specific
courses)
68
(including 6 as election)
47.22
Minor /Supporting courses 15 10.42
13 Table 2.3.2. Structure of curriculum at Study Program of Agronomy and Horticulture
CODE COURSE Group Credit Pre-requisite Year 1 Year 2 Year 3 Year 4 TOTAL CREDIT
S1 S2 S3 S4 S5 S6 S7 S8
UNIVERSITY COURSES (Compulsory courses) IPB101-104
or IPB110 Religion MPK 3(2-2) √
IPB111 Pancasila MPK 2(1-2) √
IPB106 Indonesian MPK 2(1-2) √
IPB107 Introduction to Agricultural Science MPK 2(2-0) √
IPB108 English MPK 3(2-2) √
IPB112 Sports and Arts * MPK 1 (0-3) √
MAT101 Mathematics MPK 3(2-2) √
KIM101 Chemistry MPK 3(2-3) √
BIO100 Biology MPK 3(2-3) √
FIS100 Physics MPK 3(2-3) √
EKO100 General Economics MPK 3(2-2) √
KPM130 General Sociology MBB 3(2-2) √
AGB100 Entrepreneurship MPB 1(1-0) √
Sub-Total Credit Hours 16 15 31
FACULTY AND INTERDEPT COURSES (Compulsory courses)
KPM210 Principles of Communication MBB 3(2-3) √
TSL202 Introduction to Soil Science MKK 3(2-3) √
PTN200 Principles of Plant Protection MKK 3(2-3) √
ESL211 Agricultural Economics MKK 3(3-0) √
GFM221 Climatology MKK 3(3-0) √
14
CODE COURSE Group Credit Pre-requisite Year 1 Year 2 Year 3 Year 4 TOTAL CREDIT
S1 S2 S3 S4 S5 S6 S7 S8
STK211 Statistical Methods MKK 3(2-3) √
STK222 Experimental Design MKK 3(2-3) STK211 √
ARL200 Principles of Landscape Archit. MKK 3(2-3) √
KOM201 Computer Application MKK 3(2-3) √
Sub-Total Credit Hours 3 15 6 6 30
DEPARTMENTAL COURSES/MAJOR (Compulsory courses)
AGH200 Principles of Agronomy MKK 3(2-3) √
AGH210 Genetic for Plant Breeding MKK 3(2-3) √ AGH211 Principles of Plant Breeding MKB 3(2-3) AGH210 √ AGH240 Principles of Horticulture MKB 3(2-3) AGH200 √
AGH241 Plant Cultivation Techniques MKB 3(2-3) AGH200 √ AGH250 Principles of Seed Sci. & Tech. MKB 3(2-3) √
AGH301 Field Course MPB 1(0-3) √
AGH320 Agricultural Ecology MKB 3(2-3) AGH200 √
AGH321 Weed Control MKB 3(2-3) AGH200 √
AGH322 Water and Nutrition Plant Management MKB 3(2-3) AGH200 /AGH240 √
AGH330 Principles of Plant Biotechnology MKB 3(2-3) √
AGH331 Plant Propagation MKB 3(2-3) AGH200, 240 √
AGH340 Food Crops MKB 3(2-3) AGH200 √
AGH341 Estate Crops MKB 3(2-3) AGH200 √
AGH398 Scientific Writing MKB 2(1-3) √
AGH399 Profession Work Course/Community development MBB 3 √
15
CODE COURSE Group Credit Pre-requisite Year 1 Year 2 Year 3 Year 4 TOTAL CREDIT
S1 S2 S3 S4 S5 S6 S7 S8
AGH401 Integrated Agriculture MKB 2(1-2) AGH200 √
AGH402 Capita Selecta of Agriculture MKB 1(1-0) √ AGH440 Post Harvest of Agriculture Crops MKB 3(2-3) √
AGH441 Plant Production Management MKB 3(2-3) AGH200, 240, 241 √
AGH498 Seminar MPB 1 √
AGH499 Final Project MPB 6 AGH300/ STK222 √
Sub-Total Credit Hours 6 12 13 11 13 7 62
INTRA-DEPARTMENTAL COURSES (Elective Courses)
AGH342 Vegetable Crops MKB 3(2-3) AGH200 √
AGH343 Ornamental Plant and Floriculture MKB 3(2-3) √ AGH344 Non Cereal and Sweetener Plant MKB 3(2-3) √
AGH350 Seed Production and Handling MKB 3(1-6) AGH250 √
AGH410 Applied Plant Breeding MKB 3(2-3) AGH211/ STK222 √
AGH442 Fruit Crops MKB 3(2-3) √
AGH443 Beverage, Medicinal and Aromatic Plant MKB 3(2-3) √
AGH450 Seed Storage and Seed Testing MKB AGH250
Sub-Total Credit Hours 3 3 6
MINOR COURSE 0R SUPPORTING COURSES
Sub-Total Credit Hours 3 3 3/6 3/6 15
Total Credit Hours 16 18 21 21 22 17/20 19/22 7 144
16 Table 2.3.3. Competency matrix of curriculum Agronomy and Horticulture Study Program
CODE COURSE LO-1
LO-2
LO-3
2.1. 2.2. 2.3. 2.4.
1.1 1.2 1.3 2.1.1 2.1.2 2.1.3 2.2.1 2.2.2 2.3.1 2.3.2 2.3.3 2.4.1 2.4.2 3.1 3.2 3.3 3.4
UNIVERSITY COURSES (Compulsory courses)
IPB101-104/
IPB110 Religion •
IPB111 Pancasila •
IPB106 Indonesian •
IPB107 Introduction to Agricultural Science • •
IPB108 English •
IPB112 Sports and Arts * • •
MAT101 Mathematics • • • • • •
KIM101 Chemistry • • • •
FIS100 Biology • • • • • •
BIO100 Physics • • •
EKO100 General Economics • • •
KPM130 General Sociology • •
AGB100 Entrepreneurship • • •
FACULTY AND INTERDEPT COURSES (Compulsory courses)
KPM210 Principles of Communication • • •
TSL202 Introduction to Soil Science • • • • •
17
CODE COURSE LO-1
LO-2
LO-3
2.1. 2.2. 2.3. 2.4.
1.1 1.2 1.3 2.1.1 2.1.2 2.1.3 2.2.1 2.2.2 2.3.1 2.3.2 2.3.3 2.4.1 2.4.2 3.1 3.2 3.3 3.4
ESL211 Agricultural Economics • • • • • •
GFM221 Climatology • • •
BIO242 Basic of Plant Physiology • • •
STK211 Statistical Methods • • • •
STK222 Experiments Design • • • • •
ARL200 Principles of Landscape Architecture • • •
KOM201 Computer Application • •
DEPARTMENTAL COURSES/MAJOR (Compulsory courses)
AGH200 Principles of Agronomy • • • • • • • • •
AGH210 Genetic for Plant Breeding • • • •
AGH211 Principles of Plant Breeding • • • • • • •
AGH240 Principles of Horticulture • • • • • • • •
AGH241 Cultivation Plant Technique • • • • •
AGH250 Principles of Seed Science and Technology • • • • • • • • •
AGH330 Principles of Plant Biotechnology • • • • •
AGH340 Food Crops • • • • • • •
AGH341 Estate Crops • • • • • • •
AGH331 Plant Propagation • • • • • •
AGH301 Field Course • • • • • • • • • • • • •
18
CODE COURSE LO-1
LO-2
LO-3
2.1. 2.2. 2.3. 2.4.
1.1 1.2 1.3 2.1.1 2.1.2 2.1.3 2.2.1 2.2.2 2.3.1 2.3.2 2.3.3 2.4.1 2.4.2 3.1 3.2 3.3 3.4
AGH321 Weed Control • • • • • •
AGH398 Technique of Scientific Writing • • • •
AGH400 Practice of Agribussiness • • • • • • • • • •
AGH401 Integrated Agriculture • • • • • • •
AGH322 Water and Nutrition Plant Management • • • • • •
AGH440 Post Harvest of Agriculture Crops • • • • • • •
AGH441 Plant Production Management • • • • • • • •
AGH402 Capita Selecta of Agriculture • • • • • •
AGH399 Profession Work Course • • • • • • • • • • • • • • • •
AGH498 Seminar • • • • • • • • • • • • • • • •
AGH499 Final Project • • • • • • • • • • • • • • • •
INTRA-DEPARTMENT COURSES (Elective courses)
AGH342 Vegetable Crop • • • • • • • • •
AGH343 Ornamental Plant and Floriculture • • • • • • • •
AGH344 Non Cereal & Sweeten Plant • • • • • • • •
AGH350 Seed Production and Handling • • • • • • • • • •
AGH410 Applied Plant Breeding • • • • • •
AGH442 Fruit Crop • • • • • • • •
AGH443 Beverage, Medicinal and Aromatic Plant • • • • • • • •
19
2.4. Teaching and Learning Strategy
Every course is accompanied by Learning Program Outlines (GBPP) and a plan for teaching and learning activities (SAP). It consists of identity and description of the course, instructional analysis, course learning objectives, teaching and learning methods, outlines of course content, course schedule, assignments, list of supporting literatures, evaluation and evaluation criteria. GBPP and SAP are informed to the students at the beginning of every course.
Most of courses use lecturing methods in front of a class followed by questions and answers. Besides lecturing method, Student Centered Learning (SCL) is increasingly adopted by many courses at the Dept. of AGH. This system allows students to do an independent learning and a number of activities in learning. Courses with SCL methods are listed in Table 2.4.1.
Table 2.4.1. Courses with SCL method
No (Since) Year 5 Applied Plant Breeding
20 SCL method requires students to be more responsible in learning and developed a new habit of studying. With SCL: (1) students are required to be more active by him/herself and in team work; (2) Lecturer will focus more on promoting learning and being person who facilitates of learning process; (3) The students will be the independent learner, whereas lecturers act mostly to create learning environment that can motivated students to be more active in searching course material.
Some students have the opportunity to participate in a student exchange/mobility program. In the year of 2010, three students of SP-AGH participated in MIT (Malaysia Indonesia Thailand) Credit Earning Transfer (CET) Program, where two students went to Kasetsart University, Thailand, and one student went to UPM, Malaysia. In 2011, by the same program three students of SP-AGH went to Kasetsart University. The Dept. of SP-AGH also recieves eight exchange/mobility students from UPM in even semester 2011/2012 and seven exchange/mobility students in odd semester 2012/2013. By CET program, courses that earned in host university could be transfered in the home university.
SP-AGH students also have to take courses from other departments, i.e. inter-departmental courses, minor courses and/or supporting courses. In general, the learning process held outside the Dept of AGH is well managed. Possibly, this is because all of the departments in IPB has a national accreditation and use the IPB standard procedures. Therefore, the learning process already met the established standard.
21 final project is done intensively by Thesis (Final Project) Supervisor and recorded in the academic consultation book.
All of the learning process is set in Standard Operating Prosedure/ Prosedure
Operasional Baku (POB) IPB. Additionally Dept of AGH has obtained ISO 9001-2008
certification since 2010 in the area of teaching and learning process. Some of the POB have been developed at the SP-AGH level and had been effectively implemented.
All of courses in SP-AGH is delivered using LCD and other supporting facilities. Some courses also uses e-learning facilitated by P3EL (Pusat Pengembangan
Pembelajaran e-Learning, Center for e-Learning Development) IPB. The e-learning
facility has been used to deliver course materials, practice, task and even exam. Some courses that won grant in Competitive Program on implementing Information and Communication Technology are displayed in Table 2.4.2. By this competitive grant, delivery methods on teaching and learning of the courses is considerably improved.
Table 2.4.2. Courses that won in Competitive Program on Information and Communication Technology
Course Lecture Practice
Principles of Agronomy √
Genetic for Plant Breeding √
Agricultural Ecology √
Principles of Plant Biotechnology √
Weed Control √ √
Integrated Agriculture √
Applied Plant Breeding √
Principles of Seed Science and Technology √ √
Ornamental Plant and Floriculture √
22 The teaching and learning strategy is evaluated through GBPP and SAP review. GBPP and SAP review is carried out in course level by the lecturer in charge and in the study program level by division where as homebase of the courses. Feedback for improvement on the teaching strategy is obtained from the evaluation process of the course (Appendix 2.4.1).
Teaching evaluation is also done based on the scores given by the students through EPBM (Evaluation on Teaching and Learning Process) form at the end of each semester for every course. The evaluation comprise of implementation of course in general, and lecturer's performance, compliance with teaching plan, correspondence between the exam and the course material, the availability of adequate facilities. In general EPBM can describe the achievement of course objectives. EPBM value is one of the indicator of success of the courses as well as indicator for every lecturer in implementing the learning process. EPBM value of courses and lecturers in PS-AGH has reached an average of 3.15 and 3.33 (scoring 1 to 4), respectively (see Table 2.13.1 and 2.13.2). SP-AGH always use EPBM value as consideration to improve the learning process every semester.
In general, there are no obstacles in the implementation the learning process. The number of students per class room is adjustable with maximum limit of 70 students, therefore courses with large number of students has to be provided in several parallel classes. IPB give opportunity to study program to do so. The academic staffs of SP-AGH are high qualification lectures and have capability for preparing learning materials and enrich it with the results of recent research and literature. Air conditioned lecture hall, LCD, laptops and loudspeakers are available in every class room.
23 consult the relevant lecturer. The lecturers that have research project usually offer the students to join the research team for their final project.
There is a close relationship between education and research. Almost all of the courses related to commodities provide knowledge about cultivation, so students who going to work with certain commodity as their final project have already met with their requirement. The Experimental Design course is meant to prepare students on how to design research in the field as well as in labs in order to obtain a representative data and to analyze the data properly. Students are also provided knowledge and practice for preparing a research proposal, presenting research data and overview discussion of the report in Scientific Writing course (see Table 2.3.2).
The results of the student's research and internship are presented in thesis. In addition each student must present their thesis at a seminar attended by the lecturer and students, weight as 1 credit. Since odd semester 2012, students are required to write a seminar paper in a journal format. Dept of AGH facilitates the publication at Indonesian Jurnal of Agronomi, which is a nationally accredited scientific journal, or on-line journal, Bulletin Agrohorti, which will be launched in near future.
Agricultural Business Practice, a course with 1 credit, provides opportunity for the students to learn specific aspects of crop cultivation of a particular commodity of their interest. The prerequisite of this course is all courses related to cultivation techniques. The students will practice to manage a farm business unit model, including of vegetable crops, ornamental plants, fruit trees, seed production, food crops, estate crops, and spices and medicinal plants. This activities facilitate the students to practice on entrepreneurship. However, implementation of practical training is constrained by limited funding (derived from students tuition fee) and time (only 14 weeks). Supervising is conducted by appointed lecturers in accordance with their competence. Assessment is based on successful entrepreneurship activities.
2.5 Student Assesment
24 The assessment for student admission are requirement mark for biology, mathematics and chemistry with a minimum of 7.0 from high school in Java and minimum of 8.0 from high school outside of Java. Other consideration in student admission is based on performance by the high school alumnae in IPB (see for detail in Chapter 2.8).
Several methods are used for assessing the students i.e. exams, practical work, practical report, assignments or evaluation on student’s activities in group discussions. Each course has appropriate assessment methods depending on the characteristic of the course itself. It is expected that the objective and learning outcome of each course is achieved using these various methods of assessment.
Student’s final grades at each course are composed from mid-term exam, final exam,
assignments and practical work and report. The proportion of each mark is set and acknowledged to all students in the course contract. The grade point is based on the criteria designated by university, e.i. A, B, C, D and E (fail).
Teaching team has autonomous choice to decide the marks and grade based on the previously set criteria in course contract. Students who fail the subject have the opportunity to request a remedial exam or retake the subject in the following semester/year. Remedial is only allowed to students with scores below C with the maximum grade after remedial is C.
Student assessment on all courses in a semester is presented in a student’s academic record (transcript) released at the end of each semester by Directorate of Academic Administration. The minimum GPA (Grade Point Average, IP: Indeks Prestasi) is 2.0 without E. In addition, the transcript also indicates the CGA (Cummulative Grade Point; IPK: Indeks Prestasi Kumulatif). The CGP and GPA determine the status of Student Study Continuation (Table 2.5.1).
25 monitoring student’s final project and completion of their reports. A consultation book is provided for each student to monitor their progress and their relationship with the supervisors.
Table 2.5.1. Criteria for student status on continuation of study based on CGP and GPA
Period of assessment CGP, GPA Continuation of study
End of first year (1) CGP ≥ 2.00 (1) Unconditional
(2) 1.50 ≤ CGP < 2.00 (2) Warning (P)
(3) CGP ≤ 1.50 (3) Drop Out (DO) Next Semesters
In unconditional status (1) CGP ≥ 2.00 (1) Unconditional (2) GPA < 2.00 and 1.50
≤ CGP < 2.00
(2) Warning (P)
(3) CGP ≤ 1.50 (3) Drop Out (DO) In warning status (1) CGP ≥ 2.00 (1) Unconditional
(2) GPA ≥ 2.00 and 1.50 ≤ CGP < 2.00
(2) Warning (P)
(2) GPA < 2.00 and 1.50 ≤ CGP < 2.00
(3) Strong warning (PK)
(3) CGP ≤ 1.50 (4) Drop Out (DO) In strong warning status (1) CGP ≥ 2.00 (1) Unconditional
(2) GPA ≥ 2.00 and 1.50 ≤ CGP < 2.00
(2) Strong warning (PK)
(2) GPA < 2.00 and 1.50 ≤ CGP < 2.00
(3) Drop Out (DO)
(3) CGP ≤ 1.50 (4) Drop Out (DO)
Prior to their presentation of the final project in a seminar, screening of the student’s grade is carried out to confirm that all requirements have been fulfilled. This also serves as a mean for monitoring the student’s progress. The students are eligible to take final examination following the completion of ≥ 138 credits with CGP
26 as a measure of student’s perception, knowledge and skill upon the completion of their study and attaining the bachelor degree.
Upon the completion of their study, their graduation status is categoried as cum laude, with honour (very satisfactory), or pass with ordinary grade (satisfactory)(Table 2.5.2). The minimum requirements to achieve a bachelor degree are completing minimum of 144 credits without grade E, minimum CGP 2.0 for all the courses.
Table 2.5.2. Graduating criteria according to GPA and course scores
Nu Criteria CGP Requirement
1. Cum Laude (CL) CGP≥ 3.51 All the credits comes from the IPB
Undergraduate Program
Never retake a course and cancel a course with E score
No D scores
Maximum of one C score other than the first year common course, interdepartment and major courses.
Study period ≤ 5 years
Never get a written academic penalty
2. Very Satisfactory (SM)
(2.1) CGP ≥ 3.51 Does not meet the CL requirement
(2.2) 2.76 ≤ CGP
< 3.51
No D scores
Never retake or cancel a course with E score
Study period ≤ 5 years
Never get a written academic penalty
3. Satisfactory
(3.1) CGP ≥ 3.51 Does not meet the CL and SM requirement
(3.2) 2.76 ≤ CGP
< 3.51
Does not meet the SM requirement
(3.3) 2.00 ≤ CGP
27
2. 6. Academic Staff Quality
There are 65 academic staffs at the Dept. of AGH in which they are divided into five division i.e. plant production, plant ecophysiology, plant breeding and genetics, seed science and technology, and plant biotechnology. Academic staffs at the Department are competent to conduct teaching and learning activities as indicated by obtained Certificate of Teaching Competency (Academic Staff Certification) and all of them have qualification at least Master Degree (the minimum degree requirement according to the standard of Directorate General of Higher Education (DGHE) with 85 % among them hold a PhD degree and 18.5% (12 persons) as Professors. All the academic staffs are full time (Table 2.6.1). Detail of academic staff description is attached in Appendix 2.6.1. Most of them have also attended a training on teaching methods (Acta V, Applied Approach or Active Learning).
Tabel 2.6.1. Qualifications of academic staffs at the Department of Agronomy and Horticulture
Category M F Sum Percentage
of PhDs Person FTEs*
Professors 11 1 12 12
Associate Professors 21 8 29 27
Assistant Professors 5 14 19 19
Full time lecturers 3 2 5 3
Part time lecturers 0 0 0 0
Visiting professors/ lecturers 0 0 0 0
Total 40 25 65 62 85
Distribution among the Division
Plant Production 10 5 15 14 93
Plant Ecophysiology 15 2 17 17 82
Plant Breeding 5 4 9 8 89
Seed Science and Technology 5 7 12 11 83
28 Qualification of the academic staffs are also indicated by their activities in research, community development and other professional activities. Almost all lecturers have been actively conducting research and/or community development activities according to their field of expertise. They obtain research funding from various sources such as overseas institutions; government institution such as Ministry of National Education, Ministry of Agriculture, National Research Council; and private institutions, from IPB and other grants to IPB (Appendix 2.6.2). Most lecturers are member of professional association (Indonesian Society of Agronomy, Indonesian Society of Horticulture, Indonesian Society of Weed Science, and Indonesian Society of Breeding Science), and actively participated in a number of seminar and workshops to increase their competence and professionalism (Appendix 2.6.3).
It is compulsory for all academic staffs at SP-AGH to set up a teaching plan i.e. outline of teaching program (GBPP) and plan for teaching and learning activities (SAP), with a supplementary on development method of study as described in point 2.4 (Teaching and Learning Strategy).
Monitoring and evaluationn of lecturers are based on the student’s learning performances, working performance assessed by Head of Department (DP3), and the questionnaires on teaching and learning process (EPBM) distributed to the students at the end of each semester. Points of evaluation are course content and teaching quality, i.e. have the course materials been well-prepared and stimulated the student’s interest to the course, the schedules such as if the course is handled timely, etc. The EPBM score of all academic staffs in the department is >3 (in the range 1 to 4) indicating that the lecturers are considered competent to teach and sufficient for the learning process (Appendix 2.4.1).
Monitoring and evaluation on lecturers are also conducted through Lecturer’s
29 professional benefit on top of the salary, Medical insurance is provided for all academic staffs and support staffs.
New staff recruitment is conducted according to guidelines from Ministry of National Education. Recruitment is based on requirements of each unit, previously called division, as home base, which is then proposed by head of the unit to head of department, for further approval by Dean of the corresponding Faculty and Director of HRD of the University (see the document of manpower planning in IPB). The candidates will have to go through a national selection process. In some cases head of a unit recommend candidates who was previously an intern in the unit or have excellent skill and knowledge. Candidates who passed the selection process will be appointed as CPNS (candidate of government officer). Each CPNS has to attend a pre-training, where each candidate has to learn responsibility of government officers and has to pass a series of exams. Upon the completion of the pre-training, a candidate will be appointed as a government officer (PNS). After formally accepted as government officer then the candidate will have a status as junior lecturers and assigned to a division. The head of the division will give directions for future study. Head of the division together with Head of Department play an important role in capacity building of the junior lecturer.
The ratio of lecturer to student is sufficient (Tabel 2.6.2). A sufficient ratio of lecturer to student leads to an effective learning process, academic support and final task supervision. The lecturer to student ratio is almost 1:10 and the lecturer to graduate ratio is around 1:3.
Tabel 2.6.2. Staff/student ratio and staff/graduate ratio
30 Eventhough the number of lecturer is adequate; a high number of retirements are predicted to happen in a couple of decade when around 60% of the academic staff will retire (Figure 2.6.1.). This is a crucial issue that should be solved immediately. Finding qualified candidate for lecturer is not a difficult task, however the main obstacle for the department is that the available job vacancy in the Ministry of National Education is not necessarily match to the need of the department. Therefore the academic staffs in the department, faculty and university (IPB) level need to be mapped and updated regularly. This mapping will serve as a basis for allocating new lecturers in the department.
Figure 2.6.1. Proportion of lecturers according to age
Junior lecturers will have a role as tutors in practical works or lectures, and are encouraged to attend various academic trainings. Apart from higher degree study, junior lecturers are encouraged to prepare research proposals to obtain national and/or international research funding.
Lecturers are also encouraged to publish their research in national or international seminars and conferences, as well as in international journals (Appendix 2.6.5). Lecturers are given training on how to prepare a research proposal, and to prepare a manuscript for international publication. The department has allocated budget to support the lecturers to attend scientific seminars.
Career promotions are monitored by an established system. Lecturer, who has stayed at the same level and position for four years, or those who have achieved a certain amount of credits, will be encouraged to advance their levels. An online database system has been made available. Therefore, each lecturer who has
6%
18%
62% 14%
<35 years old
36-45 years old
46-55 years old
31 performed activities could submit their proof to HR unit, and the HR officer will count their credit and record them in the database system. This will allow more efficient access to activity data of each individual lecturer.
Professorship is the highest level for a lecturer. In order to reach this level, a promotion process has to be followed beginning at the unit. The candidate needs to provide documents or records of their activities to unit meetings to evaluate the suitability of a lecturer to be promoted as a professor. Once the promotion has been agreed at the division and department level, another meeting will be held at the Faculty Senate level and University Senate, prior to propose to the Directorate General of Higher Education and approved by the Ministry of National Education.
Lecturers are given a set of tasks, including teaching assignments which are supported by an appointment letter from the Faculty Dean, supervising students during their study (academic supervisor), and supervising students for their final project or thesis, as external examiners, or as a consultant in community development projects conducted by the department. These assignments are based on the expertise area of each lecturer. Appointment as an academic supervisor is based on the lecturers expertise taking their work load into consideration.
The rules and conduct of academic staffs has been established and stated in the Senate decree No.: 25/I/KEP/SA/2003 about standard, etiquette, and discipline of academic staffs at IPB and has been put together in a booklet and distributed among all the academic staffs (Appendix 2.6.6).
The age of retirement for an academic staff is 65 years old. For professors, the retirement can be extended up until 70 years old. When entering the retirement stage, pensioners still receive retirement savings fund, pension benefit and medical insurance.
2.7. Support Staff Quality
32 managed under university level, along with academic administration service. The department has 42 support staffs, consist of 25 permanent and 17 non-permanent staff . The support staff at Deptartment level work as library staffs, technicians of the laboratories, general administration and general services. All these support staff are under the Head of Administration at the department, who reports directly to the Head of Department. Composition of support staff at Dept of AGH is presented in Table 2.7.1. The administration support staff to student ratio is 1:36 until 1:50, which means that administration support staffs provide service for 36 - 50 students. The ratio of technician to students is 1 : 28 (18 : 500) and the ratio of technician to lecturers is 1 : 3.6 (18 : 65). The ratio of other support staff to student is 1 : 12 (42 : 500), while the ratio of the other support staff to lecturers is 1: 1.5 (42 : 65).
Table 2.7.1. Support staff composition in Dept. of AGH according to job scope and education Degree, S1: Bachelor Degree, D2/D3: Diplom Degree
33 managed locally by two librarians. These librarians have attended some trainings, including: (1) How to create and to make use of online catalog (OPAC), conducted by the National Library, RI, 12-27 July 2005; (2) Knowledge Management System
(KSM) conducted by LSI IPB, 18-22 June 2007; and (3) computer training in publishing (2010). These trainings demonstrated the attention of the department management to increase the competence of the support staff. The librarians of Dept. AGH also involved in administration management of Indonesian Agronomy Journal, a national accredited journal published by the Dept of AGH in collaboration with the Indonesian Society of Agronomy.
There are 10 permanent and 8 non-permanent technicians employed at these labs under Dept. of AGH. The lab facilities are continuously improved and completed. Currently the laboratory is preparing for lab accreditation, ISO 17025. Laboratory technicians role are to assist the practical works both in the lab and in the field, and to help setting up research experiments for the academics starting from material preparations, equipment uses and maintenance. Currently, the Dept. of AGH has edaquate number of lab technicians to support the research activities. The education of lab technicians are high school/vocational school graduates in Agriculture diplom
or bachelor’s degree. The department continuously facilitates the training and
internships to increase the lab technician’s competencies.
The computer technician at IPB level are under the Directorate of Communication and Information System (Direktorat Komunikasi dan Sistem Informasi, DKSI). DKSI is a technical unit that provides information and technology service for civitas academic of IPB. The number of DKSI staff is 23 people consist of 1 person with a PhD degree, 4 people holding a Masters degree, 5 people holding a Bachelor degree, 6 people holding a Diploma degree and 7 people holding a high school diploma.
34 Another support staff working on the public service, properties and facilities maintainance, courier, drivers, and cleaners (7 workers). The staffs have various backgrounds, from primary schools to high schools. Trainings are also being conducted for these staffs since their contribution are very important. Thus, continously improvement of them to a better support for department is needed. The trainings included on the subject of Quality Management System ISO 9001: 2008 (2010).
Due to the provision of intensive skill training and good working atmosphere, several support staffs have received awards, including “Satyalencana Karya Satya” from the President of Republic of Indonesia. One general administration staff received first rank award from the University in 2010, second rank award in the area of financial management (2010), first rank award for laboratory technician (2010), and third rank award for archives worker (2012). Additional salaries are provided based on performance of support staff, beside the basic sallaries. In addition, every staff has a health insurance coverage by the University. Reward system is available for non-permanent staffs based on attendance, working performance and creativity.
2.8. Student Quality
New students selection follows the regulation from the Ministry of National Education No. 34/2010, about “New Student Admission Scheme for Public
University”, and Standard Operational Procedure of IPB for New Students Enrolment.
The process conducted by New Students Enrolment Committee at the University level. There are several entry schemes:
35 (2) National Admission Selection for Public University (SNMPTN) by Test scheme
organised by organised by Ministry of Education and Culture
(3) Special Invitation for high school graduates who won national or international awards (Prestasi Internasional dan Nasional, PIN).
(4) Independent Talent Based Examination (Ujian Talenta Mandiri, UTM), which was started in 2009 organised by IPB..
(5) Local Government Scholarship, or BUD (Beasiswa Utusan Daerah). This scheme performed by IPB collaborates with local government of Indonesian (provinces or district level) to select best students from each provinces/region to study at IPB.
SNMPTN is a national test-based selection for entering public university. The subject in test consist of Natural Science, Mathematics, Bahasa Indonesia, and English. In SNMPTN, student candidates could select 1st, 2nd, and 3rd choice of public university that will be decided by computerize passing selection according to standard and competitiveness of each study program in the university. By SNMPTN, student candidates from different region in Indonesia can apply and take written test in their regional area.
USMI scheme is best practice of IPB admission sheme since 1970th. In this scheme, IPB offer to all High School accross Indonesia to send their best students. From experience, IPB has the record of high schools in Indonesia. They are selected based on their academic achievement. In USMI scheme, selection criteria are based on the students achievement on several key subjects, i.e. Biology, Chemistry, Mathematics, Physics, Bahasa Indonesia, and English during their last 5 semesters at high school.
36 During 2006 to 2011, IPB students come from 34 or all provices of Indonesia, although around 70% of them come from provinces in Java island.
Student admission to SP-AGH is dominated by USMI scheme. More than 90% of new students from USMI scheme chose SP-AGH as their first choice, and less than 10% as their second choice with highly consideration based on academic record and grade in their High School. Table 2.8.1 show the competitiveness of SP-AGH from various admission scheme. The student mostly selected from USMI, based on a long experience this type of selection scheme is beneficial in many aspects, such as good academic performance of student and dispersion among region. The USMI scheme then adopted at national level for the admission scheme called as SNMPTN by invitation since 2011. Adoption of the USMI (SNMPTN by invitation) at national scheme boost the competitiveness of SP-AGH.
In 2011 SP-AGH accreditated with highest mark from National Accreditation Board (marked 382 of 400) and considered as the best study program in field of Agronomy and Horticulture or Agroecotechnology in Indonesia. Since then the ratio of applicants to admitted students increased considerably from 3.9 to around 9.6. The competitiveness of SP-AGH IPB is also indicated by the ratio of applicants to admitted students through SNMPTN ranged 1:10 to 1:16.1 (Table 2.8.1).
Table 2.8.1. Competitiveness of SP-AGH from different admission scheme
37 One of the important admission policies at IPB is to ensure that the enrolled students came from different provinces. However, 70% of the current students are from Java (Jakarta, Banten, West Java, Central Java, Yogyakarta, and East Java). IPB has initiated collaboration with local governments at province and district level outside Java to give a chance to potential students candidate from those region. The strategy is expected to accelerate agricultural development in Indonesia. IPB has also promoted the University overseas by highlighting Good Agricultural Practices (GAP) in Tropical Agriculture.
All of the students in SP-AGH are full time students. Based on gender perspective SP-AGH accepted more female students than male students, even in 2009 the ratio between the two categories was 2.2 : 1 (Table 2.8.2). Since then SP-AGH takes into consideration the gender balance, because SP-SP-AGH does not dicriminate gender, even though in some job such as in plantation company offer prefebly required male graduates.
Table 2.8.2. Student number of SP-AGH according to gender
Academic Year
Indonesian Foreigner Sum
Total
M F M F M (%) F (%)
2007 63 93 1 0 64 (41) 93 (59) 157
2008 67 92 0 0 67 (42) 92 (58) 159
2009 49 108 2 0 51 (32) 108 (68) 159
2010 78 96 1 0 79 (45) 96 (55) 175
2011 88 77 5 1 93 (54) 78 (46) 171
38
2.9. Student Advice and Support
First year students are supervised and are entitled to students counselling. Councellors are assigned among dedicated academic staffs and also involve the psychologist. Councellors give advises and guidance on the learning strategy for the new students in general during the first year, and the following years when the students started their subject. Counsellors also give advises on non study related issues that affect the learning success.
First year students learn about multi culture interactive during their one year stay at University dormitories. Experiencing on multi-culture programs are expected to increase their understanding on different cultures and stimulated their tolerance on cultural differences.
After first year program, the students will enter to the study program. Every student then will get an academic supervisor assigned by the Dean as proposed by Head of Department. The task of academic supervisor including: 1) Directing the student to arrange the comprehensive study plan; 2) Giving advise on selecting the major course, minor or supporting courses; 3) Giving advise relates with the number of credits of subject in every semester; 4) Giving service as a counsellor; 5) Giving consideration relates with status of study progress of student to the Department and Faculty.
Students study progress evaluation are conducted centrally by the Directorate of Education Administration at the University level. The Directorate produced transcripts at the end of each semester, containing the grade of the students for each course taken per semester and the resulting Cummulative Point Index (CPI, or Indeks Prestasi Kumulatif (IPK)). Thus, the students are well informed on their current study progress. These evaluation system allow the students to plan their program for the following semesters. The students academic transcript also should be used as consideration by the academic supervisor on providing the advice and guidance for the students.
39 The number of courses taken are recorded in a study planning card (KRS) which have to be approved by the academic supervisor.
The students association, HIMAGRON, or Himpunan Mahasiswa Agronomi (Agronomy Student Association) facilitates the students socials and extra curriculum activities. HIMAGRON activities are monitored and supervised by academic staff under Student and Alumnae Affair. Some of the important and popular activities of HIMAGRON is a yearly Plant Festival, Seminar on writing a scientific research project as Student Creativity Program (PKM, Program Kreativitas Mahasiswa), and community development. These activities enhanced the softskill of the students.
Sport facilities are available for the students, including futsal, football, athletics, basket ball, badminton, volley ball, etc. There are regular intra and inter- department or inter-faculty sport competitions. The University awares to the importance of sports for health, so all the sport facilities are maintained by the University.
In addition to sport, the deparment has a music studio to be used by students and academics who love music. The department aware that musics are important part of the students and academics life. Students have formed music groups, both singing and bands. Student and Alumnae Affair has been appointed to maintain the music studio, as well as to develop the talents among the students.
The majority of the AGH students are moslems, so the department have set up the room and facilities for the students to pray. There is also a large mosque within the campus, managed by the University. Other religion are also allocated rooms for them to do their religion practices.
The University also have campus bus, bikes, canteens, in-campus cybers, book shops and health facilities, accessible for all students, University official and academics.
2.10. Facilities and Infrastructure
40 student dormitories and international dormitory. In general, classroom, library, computer and medical facilities are managed at IPB level.
Classroom and lectural hall is generally managed at the university (IPB) level under Directorate of Facilities and Property, where the schedule managed by the Directorate of Academic Administration. At the Facultry of Agriculture, there are 12 classrooms, each accomodates 60-150 students equipped with wireless and LCD, one auditorium, and other facilities totalling an area of 19,726 m2. Classrooms are used are very efficient. At the Dept. of AGH, there are Pinus-1 and Pinus-2 classroom, seminar room, conference room, and discussion/examination room. Each classroom and conference room is equipped with air-condition, LCD projector, mic and speaker. Availability of classroom and supporting facilities are very adequate to support the learning process.
41
Figure 2.10.1. Teaching Farm Cikabayan, Leuwikopo, and Babakan
42
Molecular Marker and Spectrophotometry Laboratory
Molecular Cloning Laboratory
Plant Analysis and Chromatography Laboratory
Plant Molecular Biology Laboratory
Post Harvest Laboratory
