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Author: search.filters.author.Weerasooriya, W.A.Subject: search.filters.subject.Higher education

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    Some Salient Points to be Considered in Designing and Developing Undergraduate Honors Curriculums: An Experience from BA Honors Degree in Library and Information Science (LIS) in the Department of Library and Information Science, University of Kelaniya, Sri Lanka
    (Reviewing International Encounters 2018,The Research Center for Social Sciences (RCSS), University of Kelaniya, Sri Lanka, 2018) Weerasooriya, W.A.
    Designing and developing curriculum is more rigorous when the subject fields are too philosophical, theory bound and non-job focused. However, this situation is not there when the subject is job or professional oriented. The principal objective of this paper is to investigate the salient points to be considered when designing and developing honors curriculums, to examine the qualities like pragmatic value, appropriateness, suitability and the motivational factors impounded on the curriculum. Survey method adopted and content analysis, interviews, discussion and observation were commenced a few months back with the purpose of collecting primary data. Data and information related to the researcher’s experiences in designing and developing curriculums, and the exposure in pedagogy, advice, consultations, industry experience, interactive communication with the students and the major stakeholders were very useful for this research. There are some hard and soft points to be considered when designing curriculums. Soft points are more significance than the hard points. Some of the soft points are student’s skills, competencies, attitudinal and behavioral conducts, leadership, communication skills, perseverance etc. This factor has been validated by the views, pointed out by the key library employers. Experience of a job is another point and therefore the Industrial Training (IT) has been made as compulsory. Particular point here is that the students go three days to recognized library and information centers for the training while the other two days taking part for the lectures. Additionally, two to four hour period, the Academic Training Advisor of the Department holds Practical Training Discussion (PTD) with the students. For the evaluation purpose, the students are asked to submit an innovative training report, a project proposal for developing a new library, a library newsletter, report containing the duty list for library attendants, Assistants including Assistant Librarians and with curriculum vitae of the students. Both IT and PTD are targeted to develop the soft skills of the students. It was planned to inculcate and develop the five points like 1. Subject knowledge and practical exposure 2. Attitudes and behaviors 3. Skills and competencies 4. Mindset and vision, and 5 World of work and experience through the syllabus, classroom discussions, IT, PTD and so on. More attempts have to be made use the syllabus as well all through other strategies. These five sets are discussed in the Sri Lanka Qualification Framework (SLQF) of UGC Sri Lanka. 7 independent assignments are embedded in the syllabus for group work and individual work for developing soft skills. Through stakeholder analysis, it has been found those points depicted are better to use when design and developing a curriculum.
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    Design and development of a desired Graduate Profile (GP) for the BA (Honors) Degree program in Library and Information Science (BLISC) conducted by the Department of Library and Information Science (DELIS), University of Kelaniya, Sri Lanka
    (Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Weerasooriya, W.A.; Weerasinghe, M.K.; Wanigasooriya, Priyanwada; Piyarathana Thero, Lagumdeniye; Suraweera, S.A.D.H.N.; Chamara, K.A.T.
    The principal objective of this paper is to explore the design and development a Graduate Profile for the BLISC honors degree, at the DELIS, University of Kelaniya, Sri Lanka and to map it with the K-SAM model (Knowledge is what student can and should know, Skills is what they can and should do, Attitude is how they think and behave and should, Mindset is how they perceive and should perceive the world) developed by the University Grants Commission (UGC) Sri Lanka. Graduate Profiles are the descriptions of attributes like the knowledge, skills, attitudes and behavioral elements (characteristics, qualities, ethics and norms, way of behavior, vision, mission, mindset, world of work are also considered) which a parent university or the educational authority expects from its graduates through the contact and non-contact hours with a view to position these graduates as universal citizens recognized with competent, social, cultural, good mannered, employable and environment friendly groups fitting local, regional, national and international demands and requirements. This is a result of a qualitative study performed on the basis of action research, content, needs and SWOT analysis and observation and experience matching and also of an ongoing study covering the BLISC degree program and its undergraduates. All the local and foreign curriculum standards relevant to study were also used. The 14 attributes expected from the BLISC Graduates are the 1.Subject Knowledge Capable (K), 2.Skilled (S), 3.Behavior Changer (A), 4.Information Literate and Lifelong Learner (SAM), 5.Language and Communication Competent (SAM), 6.Researcher and Scholar (SAM) 7.Analytical and Critical Thinker (SM), 8.Agent of Attitudes (A), 9.Planner and Time Manager (SA) 10.Problem Solver (SAM), 11.Environment and Social Friendly Group (AM) 12.Courageous Leader (SA) 13.Honest and Cultural Obedient Person (AM) 14.Dedicated Serviceman (K-SAM) and the final goal expected from GP is to develop a Visionary Global Citizen. How the BLISC undergraduates realize the major domains of K-SAM developed by the UGC are marked and mapped with the 14 attributes of the proposed GPabove. The attributes are mapped and embedded in the BLISC Degree program. There are altogether 42 study units in the curriculum and out of that, 26 are theory papers, 11 independent assignment based units, three practical or laboratory based units, 01 industrial training unit and the independent dissertation, altogether 42 units positioning in total 123 credits. While total study units attempt to inculcate the Knowledge domain of the undergraduates, 22 units develop Skills and 08 address the Attitudes and 6 units focus the Mindset domain. The dissertation and the industrial training units both play a major role in K-SAM. In addition to the BLISC curriculum, the field trip, library workshop method, Library and Information Science Student Association, three students’ societies namely English, IT and Library and all other creative and social functions like Teachers Day have been planned to improve these four domain K-SAM introduced by the UGC. Everything is directed to achieve the objectives of the GP.