Institute for Learning, Teaching, Research and Outreach
The Institute for Learning, Teaching, Research and Outreach (ILTRO) at SUAC is dedicated to ensuring the academic success of every student and to providing faculty the necessary tools and resources to excel in teaching, research and outreach. Our ultimate goal is the creation of a culture of engagement, where students become fully engaged in the learning process, both with their instructors and with their peers; and where faculty from diverse disciplines can engage one another in the pedagogy of teaching and share their own unique research interests, with the ultimate goal of enhancing student learning.
ILTRO is also the Division responsible for institutional research and effectiveness. These efforts are responsible for developing internal research plans, collecting data, and making recommendations that strengthen administrative decision-making and planning at SUAC.
Units within ILTRO:
CETL is committed to providing excellent learning opportunities to all SUAC students and faculty members. In the end, all CETL programs are designed with the thought of placing student learning excellence front and center in all of its activities. CETL encourages SUAC’s civitas academica to pursue the love of learning and the love of sharing. CETL continues the roles and functions of the former university’s unit, the Center for Learning, Teaching, and Curriculum Development (CLTCD).
CETL is focused on promoting student success through its work in five key pillars:
The Learning Resource Center provides free tutoring and computer-use services to all SUAC students. Faculty and peer tutors from Sampoerna University are available for math and English. Tutoring may also be scheduled for science and many of the subjects covered in the Core Curriculum.
Our goal is to provide tutoring in a collaborative and student-centered learning environment that is safe, positive, and welcoming. Student achievement and success is our top priority
The Writing Center provides a collaborative and safe learning environment for students to discuss writing from any courses that they take within the university. The Writing Center employs the university’s faculty and independent consultants to be tutors that are ready to help students with various types of consultations, such as:
The Math Tutoring Center provides a collaborative and safe environment for students to discuss mathematical topics and problems from their courses. The Math Tutoring Center employs lecturers and faculty-recommended students.
Specifically, the Math Tutoring Center will help students to deepen their understanding of course material, practice problems with the guidance of a peer tutor, and develop necessary study and test-taking skills.
Offered by The Writing Center, these workshops focus on helping students develop their ability to write effectively in an academic setting. Students learn how to effectively paraphrase and cite research using international standards of writing. Most important, students gain a greater awareness on the importance of academic integrity and meeting high ethical standards.
SUAC provides an intensive summer program for new students who need some support to meet the college-ready expectations required to enter SUAC academic programs. New students can take three summer classes: English, mathematics, and science.
The mission of the Innovation Center in Teaching and Learning is to promote student success by providing workshops and faculty support, promoting evidenced-based instructional strategies, and cultivating an innovative and collaborative learning environment. The center’s ongoing initiatives aim to achieve the student success objectives outlined in the SUAC Strategic Plan and to support its continual growth and development as a vibrant teaching and learning institution.
The First-Year Experience (FYE) Subcommittee of the Innovation Center in Teaching and Learning is responsible for developing programs and services that support students and faculty in first-year barrier courses. The subcommittee’s objectives are to develop new educational programming and student services that support the SUAC in its goal to increase student success, retention and graduation rates.
In this monthly forum, all faculty members are engaged in the spirit of lifelong learning and shared inquiry, cultivating a discipline respect and appreciation for each other's work. Each month, our university's lectures from different disciplines share their research work (past or ongoing), and/or successful teaching practices within the university's context. This forum is also a unique opportunity for a "meet-and-greet" (silaturahmi) for all faculty members and the greater family of Sampoerna School System, breaking the isolated nature of the teaching work.
One aspect of a modern university that provides 21st century learning is the adoption of sophisticated of a web-based technology to plan, implement, and assess learning processes. Schoology is a learning management system for K-12 schools, higher education institutions, and corporations that allows users to create, manage, and share content and resources. Sampoerna Schools System has decided to use Schoology as its learning management system. This training provided a personalized instruction for Sampoerna University faculty members to become familiar and adept at using the tools and resources built in Schoology as to enhance the quality of teaching and learning for Sampoerna University students.
A good teacher is a learning teacher. No matter how experienced a teacher is, teaching and learning is always developed in high dynamics. One of the reasons for this dynamic development is the advancement of technology. The beginning of the 21st century has witnessed the light-speed progress in how the information technology has defined our lives. All aspects of lives, personal and professional, have been influenced, including for those engaged in the teaching and learning processes.
Google is one of the major technology companies that have sophisticatedly developed a comprehensive and integrated tools for meaningful and engaging classroom teaching and learning interactions. A major strength of Google for education programs is the openness of its tools because they are embedded in the internet system freely and easily accessed by anyone using any gadget that they have. Google platform works on anything able to browse the Web, when a teacher shares a document, students can read it on cellphones, iPads, Windows laptops or whatever else they have. The system is well integrated and 100% paperless. All assignments can be given, submitted, and graded online.
The Center for Excellence in Teaching and Learning with its strong commitment to the 21st century teaching and learning held Google Certification for Educator training sessions for 22 lecturers, student tutors, and university staff. The training sessions were facilitated by Steven Sutantro, the Social Studies Teacher at Sampoerna Academy who is a certified Google for Education trainer. The training participants took the Google Certification Exam Level 1 at the end of the training series.
This personal project utilizes a reflective approach and data-driven case reasoning that aims at improving student engagement and motivation in teaching and learning processes. Focusing on the practice of teaching, all faculty members were asked to use an instructional approach that he or she has never done before. Each faculty member wrote a project proposal, an action plan, and an evaluation plan before implementing their instructional improvement project. Finally, they wrote a reflection about what they learned from the project.
Learning to teach does not only include “learning to do” but also “learning to notice” the actions of teaching. Learning to notice will help teachers to focus on significant elements of teaching, develop better skills in interpreting teaching behaviors, and help teachers to be better learners of teaching and better practitioners. Using a reflective approach, this program offers faculty members to use videos to capture the richness of teaching in a classroom context. The learning-to-notice framework develops three aspects of teaching, which are:
Selected faculty members participated in a video reflection project for one semester. The participating lecturers recorded their own teaching and attended a workshop on “learning to notice” in which they learned about some details of teaching shown in a few clips of their own teaching. Finally, they wrote a reflection paper about what they learned from the project and how it could improve their future teaching
A number of SUAC lecturers, staff and students attended a two-day basic general project management workshop program on May 30-31,2017. The program aimed at introducing participants about how to manage projects based on a globally accepted standard, Project Management Body of Knowledge(PMBOK® Guide) from Project Management Institute (PMI). The participants did some exercises and discussions on real-world project management cases, and presented and discussed their own project assignments.
Presenter: Dr. Julie Sinclair, Michigan State University
In supporting Sampoerna University’s vision and mission to become a leading international university in Southeast Asia and to be the provider of American Educational experience in Indonesia, ILTRO facilitated a general lecture on strategies to foster and maintain partnerships and collaborations with US universities. Additionally, in relations to the university’s initiative to support student transfer to US universities, this general lecture also provided insights about student admission, enrollment and transfers, particularly in leading universities such as Michigan State University. For this purpose, on January 19, 2017, ILTRO invited Dr. Julie Sinclair, Associate Director of International Studies in Education, Michigan State University to give a general presentation (lecture) to Sampoerna University community.
Design Thinking is a mindset and methodology to solve complex problems, and find desirable solutions. Classrooms and schools are constantly facing design challenges, from feedback systems to scheduling arrangements. Design Thinking offers a fresh perspective, tool and approach to address educators’ complex and varied problems. ILTRO invited Teddy Asril, MBA, an accomplished international management professional to facilitate Design Thinking workshop for faculty members, students and university staff.
The following are the key policies enacted for the Office of Institutional Research and Effectiveness. Click here to view the entire OIRE Handbook.
What we Do:
The mission of the Office of Institutional Research and Effectiveness (OIRE) is to facilitate college-wide assessment through the collection, analysis, management and use of data. OIRE is engaged in continuous improvement strategies to enhance student learning and strengthen the Sampoerna University American College (SUAC)’s mission and its programs, services, operations, and processes. This mission is accomplished through:
The institutional effectiveness efforts at SUAC is a systematic, explicit, and documented process of assessing performance against institutional mission for all programs, services, and constituencies. Moreover, it is a continuous, cyclical, participative, flexible, relevant, and responsive process that is strongly linked to the decision-making process at all levels, including the SUAC’s budgeting process. In short, institutional effectiveness in SUAC offers ongoing guidance for planning and budgeting, provides objective evidence for accreditation purposes, and collects useful information on what and how students are learning. The goal of institutional effectiveness at Sampoerna University American College is to assess the outcomes of educational programs and services and use the results to make continuous improvements.
Six Main Characteristics of the Institutional Effectiveness at SUAC
SUAC Institutional Effectiveness Model
This component measures the extent that SUAC achieves its goals and objectives. More specifically, it indicates how assessment findings are applied to ameliorate or alleviate weaknesses and maintain or enhance strengths in the quality of programs or services. In the Assessment Phase, each unit will evaluate/assess its progress toward achieving its annual goals and objectives, indicate how it utilizes results, and submit its assessment and evaluation. OIRE will then review the submitted forms, provide technical feedback to the units, and make available the assessment/evaluations to the Unit Heads and appropriate entities for ongoing review and the budget hearing process. The process will culminate with the units presenting their annual progress and next year projections, including budgetary considerations, to the CEO.
The Sampoerna University American College’s annual assessment cycle begins on June 1 and ends the following May 31. An Assessment Report that is due on June 1, 2018, would reflect the academic year 2017-2018 (including summer 2017, fall 2017, and spring 2018). Assessment Reports include assessment results based on the previous year’s plan, the use of results for improvement, and the program/unit annual summary. Assessment Plans for the upcoming year include outcomes and strategies used to measure program goals and/or the achievement of student learning. Assessment planning, including new or revised goals, should also reflect continuous growth or improvement.
Assessment cycle begins
Assessment reports due
May 31 of following year
June 15 of following year
Sampoerna University American College’s Annual Assessment Cycle
The Center for Research and Community Service (CRCS) is a research and community service body. It serves as a center for all faculty members, staff and students to develop their research capacity and engage with communities across greater Jakarta. CRCS continues the roles and functions of the former university’s unit, named the Institute for Social Development and Community Outreach (ISDCO).
CRCS’ vision is to become SUAC’s premier institute for academic and knowledge exchange by uniting all faculties and academic units through high-impact endeavours in research, community services, training, and program development.
CRCS’ mission is to provide essential services that strengthen the university’s core intellectual pursuits and social objectives by focusing on three main goals:
L'Avenue Office & Apartment, North Tower, 6th floor
Jl. Raya Pasar Minggu Kav.16, Jakarta Selatan, Indonesia, 12780
+62-21-5022-2234 Ext. 7722
For additional information contact us by email contact Dr. Iwan Syahril, Ph.D.