QAC Director Quality Manual Section 00 Index and Revision Status …qaac.uob.edu.bh/Downloads/QAC...

QAC Director Quality Manual – Section 00

Index and Revision Status

Issued by: Dr. Bassam AlHamad

Eng. Rama Al Adwan

Eff. Date: Rev.: A of 4

Contents

1 QAC Director ..................................................................................................... Rev. A

1.1 Selection of a QAC Director ........................................................................ Rev.A

1.2 QAC Director Hand-over Procedure ............................................................ Rev.A

2 DAC : Departmental Assessment (or Accreditation) Committee ....................... Rev.A

2.1 Duties of DAC .............................................................................................. Rev.A

2.2 Selection of a DAC Chair............................................................................. Rev.A

3 PAC : Program Advisory Committee .................................................................. Rev.A

3.1 General Purpose for PAC Committees......................................................... Rev.A

3.2 Roles of Advisory Committees .................................................................... Rev.A

3.3 Size of Committee ........................................................................................ Rev.A

3.4 Selection of Members................................................................................... Rev.A

3.5 Orientation of New Members ....................................................................... Rev.A

3.6 Communication and Meetings ..................................................................... Rev.A

3.7 Frequency of Meetings ................................................................................. Rev.A

3.8 Meeting Agenda: .......................................................................................... Rev.A

3.9 Meeting Minutes: It’s a Process .................................................................... Rev.a

4 SAC : Student Advisory Committee ................................................................... Rev.A

4.1 Meeting of SAC ........................................................................................... Rev.A

4.2 Function of SAC........................................................................................... Rev.A

4.3 Selection of SAC committee members ........................................................ Rev.A

4.4 Code of Student advisory committee ........................................................... Rev.A

4.5 Agenda of SAC ............................................................................................ Rev.A


QAC Director

Quality Manual

Section 00 Rev.: A of 4

Quality Forms , Procedure and Maps

QF-1-rev.a.1 Meeting Agenda

QF-2-rev.a.1 Meeting Minutes

QF-3-rev.a.1 Attendance sheet

QF-4-rev.a.1 Office Supply List

QF-5-rev.a.1 AIMS Login Account Request

QF-6-rev.a.1 Senior Exit Survey

QF-7-rev.a.1 Alumni Survey

QF-8-rev.a.1 Faculty Survey

QF-9-rev.a.1 Employer Survey

QF-10-rev.a.1 Training Workshop Survey

QF-11-rev.a.1 Improvement Points Tracking Form

QF-12-rev.a.1 Event Report

QF-13-rev.a.1 Designer Checklist

QF-14-rev.a.1 Survey Checklist

QF-15-rev.a.1 Survey Analyst Template

QF-16-rev.a.1 Audit Schedule

QF-17-rev.a.1 Faculty checklist

QF-18-rev.a.1 Audit Summary Report

QF-19-rev.a.1 AIMS Data Audit Checklist

QF-20-rev.a.2 Course Syllabus Form

QF-21-rev.a.1 Academic Program Specifications Form

QF-22-rev.a.1 Faculty CV Form

QF-23-rev.a.2 Program Self Evaluation Report Template

QF-24-rev.a.2 SER Rubric Template

QF-25-rev.a.2 QAAC Self Evaluation Improvement Plan


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QF-26-rev.a.1 Inactive Member Letter

QF-27-rev.a.1 Letter Confirming Membership

QF-28-rev.a.1 Recognition Recruitment Letter

QF-29-rev.a.1 Secretary Course Portfolio Audit Checklist

QF-30-rev.a.1 QAC(DAC)/QAC Director Course Audit

Checklist

QF-31-rev.a.1 Grade Distribution Form

QF-32-rev.a.1 Assessment Distribution Form

QF-33-rev.a.1 Assessment of PILOs, CILOs Form

QF-34-rev.a.1 Handover Notes

QF-35-rev.a.1 QAAC Director Course Portfolio Audit

Checklist

Quality Procedures

QP-1-rev.a.1 Procedure for analyzing QAAC Survey

QP-2-rev.a.1 QAAC Website Handout

QP-3-rev.a.1 Survey Workshop Handout

QP-4-rev.a.1 QAAC Website Editorial Guidelines

QP-5-rev.a.1 Using the AIMS Online System

QP-6-rev.a.2 Assessment Info. Management Sys

QP-7-rev.a.1 Auditing Procedure

QP-8-rev.a.1 QAAC Recommended Standards

QP-9-rev.a.1 Workshop on An Overview of Outcome-

Based Assessment at UOB

QP-10-rev.a.1 workshop on Developing Course Learning

Outcomes and Portfolios

QP-11-rev.a.1 Workshop on Performance Indicators and

Program Self-Evaluation

QP-12-rev.a.1 QAAC-Performance Indicators-Arabic-

QP-13-rev.a.1 QAC Handover Procedure


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Process Map

PM-1-rev.a.1 Submission & Audit of Course Portfolio

PM-10-rev.a.1 AIMS Data Internal Audit

PM-11-rev.a.1 Academic Program Assessment Process

PM-12-rev.a.1 Overall Program Quality Assurance Process

PM-13-rev.a.1 Program Annual OFIs and Action Plan

Process


QAC Director


Eng. Rama Al Adwan

Eff. Date: Rev.: A Page 1 of 3

1 QAC Director

The QAC director is the reference and the guide for the duties of the DAC. The following duties

are the main duties of the QAC director:

1- He/she runs the meetings with the DAC committees and ensures the performance of DAC

duties. One meeting per month would be sufficient to run the quality matters in normal

conditions. In a process to achieve accreditation, more frequent meetings are expected.

2- The QAC director is responsible to monitor and maintain the quality of programs in the

college. The QAC director is therefore responsible to provide the required training, in

coordination with the QAAC Center.

3- The QAC director is responsible to monitor the data entry of the Program Specifications

according to the ( QP-8-rev.a.1, QF-22-rev.a.1, QF-20-rev.a.2, QF-21-rev.a.1 ) within

the website, however the data-entry task is done within the programs under the

responsibility of the program/department.

4- Any program undergoing the accreditation process is to consult the QAC officer to assist

in the process of accreditation.

5- The QAC director works as a key-person in delivering all requirements by QAAC Center

to the departments. Therefore, the QAAC director is expected to provide the departments

with all information regarding senior exit survey QF-6-rev.a.1, faculty survey QF-8-

rev.a.1, Annual meetings, SER reports QF-23-rev.a.2 target dates, etc.

6- The QAC director is to ensure that all programs are abiding to their duties, such as

conducting alumni QF-7-rev.a.1 and employer QF-9-rev.a.1surveys according to (QP-

15-rev.a.1), assessing PEOS, PILOs and CILOS (please see QF-33-rev.a.2), PIs

formulation, developing improvement plans QF-11-rev.a.1, managing course portfolios

according to the auditing procedure and process map (QP-7-rev.a.1/ PM-1-rev.a.1) , etc.

7- The QAC director is expected to provide the QAAC Center with the latest performance

of the programs in the QA meeting between the QAAC director and the QAC directors

which held every two weeks.

8- The QAC director is the key-connection for all documents formulated by QAAC, or

delivering the documents (SER report( QF-23-rev.a.2), improvement action plan (QF-25-

rev.a.2) submitted by the department to QAAC.

9- The QAC director is to maintain the minutes of meeting with the DAC Chairs.

10- The QAC director is to follow-up the update of the PAC/SAC/DAC committees.

11- QAC Director is responsible to supervise and follow up NQF project within his/her

college according to the Mapping UOB Programs to NQF level Descriptor Procedure

(QP-14-rev.a.2)

12- Workshop Activities or Training Sessions by QAC/DAC may include:

a. Discussing the program educational objectives and unique program outcomes

(other than a – k) that address specific strengths of their programs.

b. Analyze outcomes into elements and define a set of specific skills for each

element.

c. Discuss Course Intended Learning Outcomes (CILOs) that incorporate these skills

and create a plan for assessing each objective using graded student work.

d. Select outcome indicators and performance targets to quantify the achievement of

each outcome.

e. Develop / adapt special rubrics to accurately assess student performance in each

outcome, especially in those that involve soft skills (ex. teamwork, lifelong

learning, contemporary issues, ethics, global and societal issues, communication,

etc.).

f. Discuss course and curriculum design that address specific program outcomes and

/ or increase student achievement in critical areas.

g. Design / adapt a systematic process and a timeline for assessing program

educational objectives and program outcomes on a regular basis with minimum

faculty workload.

h. Discuss challenges inherent in the implementation of a continuous improvement

process and brainstorm ways to overcome challenges.

i. Raise awareness about the importance of the National Qualifications Framework

j. Train faculty members on the process for mapping their courses to the NQF and

on how to prepare and fill in the Course Syllabus Form (QF-20-rev.a.2) and the

mapping scorecard form (QF-38-rev.a.1).

1.1 Selection of a QAC/ Director

President of the University is responsible for the appointment of the QAC Director in each

college every two years.

The selection of a QAC Director is based on the following criteria:

- The QAC Director should have the required knowledge in the field of quality education.

- Such knowledge would include the understanding of the process of formulating and

assessing the PEOs, PILOs and CILOs.(please see QF-33-rev.a.2).

- Such knowledge would include understanding the concept of conducting the surveys and

how to gain improvement actions from the surveys.

- The QAC Director should have the sufficient communication skills with a visionary and

management personality

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Section 1 Rev.: A Page 2 of 3

Note: for more information please read all quality procedures (QP) and quality forms (QF) and

Process maps (PM)such as:

QP-7-rev.a.1 Auditing Procedure

QP-8-rev.a.1 QAAC Recommended Standards

QP-9-rev.a.1 Workshop on An Overview of Outcome-

Based Assessment at UOB

QP-10-rev.a.1 workshop on Developing Course Learning

Outcomes and Portfolios

QP-11-rev.a.1 Workshop on Performance Indicators and

Program Self-Evaluation

QP-12-rev.a.1 QAAC-Performance Indicators-Arabic-

QP-14-rev.a.2 Mapping UOB Programs to NQF level

Descriptor Procedure

QF-33-rev.a.2 CILOs, PILOs Assessment

PM-11-rev.a.1 Academic Program Assessment Process

PM-12-rev.a.1 Overall Program Quality Assurance Process

PM-13-rev.a.1 Program Annual OFIs and Action Plan

Process

1.2 QAC Director Hand-over Procedure (QP-13-rev.a.1)

Handover procedure is used to help future employee understand what needs to be done in

order to maintain performance in that job. It is made by QAC Director who is leaving and are

given to the employee who is starting their shift.

1. To hand-over your job to your replacement please follow the procedure (QP-13-rev.a.1).

QAC Director

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Quality Manual



DAC Committee


Edited by : Eng. Rama Al Adwan


2 DAC Departmental Assessment (or Accreditation) Committee/QAC (Quality Assurance

Committee)

The DAC/QAC is the steering force behind the assessment and quality assurance process. It

coordinates the quality assurance and accreditation activities and is responsible for organizing

and reviewing the program outcomes, objectives, course portfolios, assessment (PM-11-rev.a.1)

and survey data, as well as writing the self-evaluation report draft.

(Note: some departments assign this role to the Curriculum Committee, Academic Committee, or

the Quality Assurance Committee).

Figure 1 shows the roadmap of the QAC/DAC Director. Figure 2 shows the role of the

QAC/DAC Director with the timeline of the roles of the QAAC and QAC.

2.1 Duties of DAC/QAC

The duties of the DAC/QAC committee are the following:

1- Work in hand with the QAC Director for the preparation and Revision of the Program

Educational Objectives (PEOs), Program Intended Learning Outcomes (PILOs),

Performance Indicators (PIs), and Course Intended Learning Outcomes (CILOs). QAAC

Recommended Standards (QP-8-rev.a.1), also QP-9-rev.a.1, QP-10-rev.a.1, QP-11-

rev.a.1, QP-12-rev.a.1 are recommended to use while formulating the PEOs, PIs, CILOs,

etc.

2- Work in hand with the faculty to assess the PEOs using surveys ( QF-7-rev.a.1, QF-9-

rev.a.1), and assess PILOs - PIs & CILOs using the assessment types and learning

activities (PM-11-rev.a.1) and (QF-33-rev.a.2).

3- Conducting the surveys (alumni QF-7-rev.a.1, employer QF-9-rev.a.1) according to the

procedure (QP-15-rev.a.1) and analyzing the results QP-1-rev.a.1 coming out with

improvement actions for the program QF-11- rev.a.1. The senior-exit survey QF-6-

rev.a.1 and faculty survey QF-8-rev.a.1 are handled by the QAAC center.

4- Form and meet with the advisory committees, SAC and PAC. Prepare for the Agenda

QF-1- rev.a.1 and writing up of the minutes QF-2-rev.a.1.

DAC Committee

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Quality Manual


5- Make sure that course portfolios are prepared at the end of each semester according to the

auditing procedure(QP-7-rev.a.1) and process map (PM-1-rev.a.1)

6- Audit of course portfolios using the Auditing Procedure QP-7-rev.a.1 to fill Audit

Summary Report QF-18-rev.a.1.

7- Preparation of SER Report QF-23-rev.a.2.

8- Prepare QAAC Self Evaluation Improvement Plan QF-25-rev.a.2 with the Chairperson

9- Follow-up the implementation of action concerning the activities above.

10- DAC/QAC committee is responsible to map the academic programs to the NQF level

according to the Mapping UOB Programs to NQF level Descriptor Procedure (QP-14-

rev.a.2)

11- Running training sessions ensuring the spread of the culture of quality level of learning.

(QP-9-rev.a.1) Workshop on An Overview of Outcome-Based Assessment at UOB

(QP-10-rev.a.1) workshop on Developing Course Learning Outcomes and Portfolios

(QP-11-rev.a.1) Workshop on Performance Indicators and Program Self-Evaluation

(QP-12-rev.a.1) QAAC-Performance Indicators-Arabic

2.2 Selection of a DAC/QAC Chair

Program chair person is responsible for the appointment of the DAC /QAC committee in each

college every one year.

The selection of a DAC Chair is based on the following criteria:

1- The DAC/QAC Chair should understand the philosophy of quality in education and its influence

on academic life.

2- The DAC/QAC Chair should have been a DAC member to be able and have the capability of

running training sessions, revising portfolios, having the knowledge of assessing PEOs and PILOs,

etc.

3- The DAC/QAC Chair should have a good understanding of the tasks of the main committees in

the program, such as the Academic Committee.

4- The DAC/QAC Chair should be able to coordinate, having good managing and communication

skills.

5- The DAC/QAC Chair should be an active member

DAC Committee

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Figure 1: Roadmap of QAC/DAC Director

DAC Committee

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Figure 2: Timeline of QAC Director, DAC Committee


PAC Committee


Eng. Rama Al Adwan


3 PAC : Program Advisory Committee

The PAC serves an advisory role for the program and its development. The PAC is usually

composed of employers, scholars, or any other external person representing a stakeholder

(industry, business, government, other agencies) with an interest in the quality of the program's

graduates.

3.1 General Purpose for PAC Committees

One of the most common characteristics associated with high-quality academic programs is their

close ties with business, industry, and labor.

Education today must align with and fulfill employers’ needs for competent, high-performing

employees who enter the workforce with technology expertise and fundamental job-success

skills. Because academic programs must be integral parts of the communities they serve, it is

necessary to have close cooperation between the college and local employers. One of the most

effective ways of providing a link between the community and the college is through advisory

committees. Advisory committees are essential and play an important role in guiding,

strengthening, and improving existing programs. The Programs must be inter-linked with the

business, industry, and labor representatives who indeed have a wealth of expertise, personnel,

and technologies to offer community and college systems.

What is an advisory committee? An advisory committee is a group of employers and employees

who advise educators on the design, development, implementation, evaluation, maintenance, and

revision of academic programs. Each advisory committee is made up of individuals with

experience and expertise in the field that the program serves.

3.2 Roles of Advisory Committees

The roles of the advisory committee are to advise, assist, support, and advocate the academic

programs. Advisory committees also provide specifications for a program and help to ensure the

quality of program graduates. An advisory committee’s role is offer suggestions for

improvements that will help the program grow and expand.

Advisory committees can provide:

Labor market needs and trends

Advise to the formulation of the Program’s PEOs

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Specifications

Validation of content

Assessment of program quality (PM-11-rev.a.1)

Unique education/training experiences

Credibility

Assistance in adapting skill standards for local needs

A successful advisory committee is one that plans and carries out a program of work that aligns

the technical/occupational program with employers’ needs. The program of work will most

likely include these broad areas:

Assessment and counsel—The advisory committee assesses each area of the program and offers

suggestions on ways to improve that area. For example, the committee might suggest ways to

modify the curriculum, review teaching materials for technical accuracy, provide information on

equipment and vendors, and establish safety guidelines.

Assistance—The advisory committee assists the program by helping instructors and

administrators secure mentors and internships for students. The committee also assists with

placement of graduates.

Promotion and support—The advisory committee promotes the academic program in the

community. Promotion and support can take forms such as communicating with effective groups,

and authoring newspaper articles.

3.3 Size of Committee

The size and composition of an effective advisory committee should be appropriate to meet the

educational, economic, social, and cultural obligations of the program and the college. The

number of persons appointed to an advisory committee should be determined by the committee’s

functions, the size of the program, and the size of the community. The “one size fits all”

approach doesn’t work. At the same time, certain general parameters should be kept in mind.

Committees with fewer than five members may have limited perspective, inadequate information

on career fields, and too little diversity. Committees with more than 12–18 members can become

unmanageable. In many cases, a membership of 6–12 is ideal.

3.4 Selection of Members

The selection of the Advisory committee relies on the Department Council, under the leadership

of the chairperson. Advisory committees should consist primarily of employers. To be effective,

committee members should have a clear sense of trends in the field. They should be able to

identify skills that will ensure the employability of your program’s graduates, and they should be

able to identify jobs that don’t yet exist but are likely to in the near future. This is necessary to

keep your program on the cutting edge. When recruiting members, identify committed leaders

and seek members who express sincere interest in the program, have the confidence of others in

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the community, and are dedicated to the occupation and the community. In the development of a

new advisory committee, college personnel should visit business sites to demonstrate their desire

to build a true partnership that embraces the needs of employers. Members are expected to have

good communication skills; should be able to express their ideas clearly; and must be able to

respect, tolerate, and work with ideas expressed by others.

The PAC committee members are selected, taking into consideration with the following criteria:

1. Appropriate experience and knowledge in the program area

2. Good standing in the community

3. Awareness of the market needs

4. Commitment to the program improvement

A rotational, two-year term (with possible reappointment) of service allows for both continuity

and change. Committee membership should be reviewed and updated yearly to ensure broad-

based representation of the industry and to ensure that the work of the committee continues.

Please, refer to the recognition/regret letters for PAC active/inactive members as following:

QF-26-rev.a.1 Inactive Member Letter

QF-27-rev.a.1 Letter Confirming Membership

QF-28-rev.a.1 Recognition Recruitment Letter

The QAC committee nominates PAC members, who are to be reviewed and approved by

department council.

3.5 Orientation of New Members

The committee’s success will depend to a large extent on how well members understand their

roles at the first meeting they attend. New and continuing advisory committee members should

be regularly provided with information relative to the committee’s purpose, function, structure,

and goals as expressed in the committee’s work plan. Orientation meetings often involve tours of

employer facilities and presentations about the program. Discussion of current issues that affect

the program should also be included. Items in your orientation guide could include the following:

Background on the college

Admission policies

Mission statement and value statements

Organizational chart

Programs offered

Program or cluster overview

Curriculum (scope and sequence)

Facilities and equipment

Roles and responsibilities (both individual and collective)

Membership issues

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Committee program of work and accomplishments

A master copy of the Advisory and Quality Assurance (AQA) guide should be kept on

file and, if possible, should be posted on the web.

In addition to the AQA guide, new members can receive college catalogs, class schedules,

program brochures, departmental history, student retention and placement statistics, and local

economic development news.

3.6 Communication and Meetings

Communication with members will occur in both formal and informal settings. Advisory

committees should strive to streamline formal face-to-face meetings as much as possible.

Meetings should lay the groundwork for creating a productive atmosphere in which time is well

spent. One meeting per semester is preferable; however, once per year is the minimum.

Meeting discussions should focus on the agenda QF-1-rev.a.1, and every attempt should be made

to involve each member. Time should be allowed for open, free discussion on the strengths and

weaknesses of the program. The committee chair should be able to draw on the expertise of

individual committee members.

The committee should establish meeting ground rules. These rules could include the following:

Encourage everyone to participate equally.

Share ideas freely.

Provide constructive suggestions rather than negative criticisms.

Stay on track and on time.

Be concise.

3.7 Frequency of Meetings

The frequency of the committee’s meetings will be dictated by the work plan. Most committees

meet at least twice a year. However should NEVER be called simply for the sake of holding a

meeting. There should always be a reason for a meeting. Meetings should be scheduled to

facilitate timely development, implementation, and evaluation of the committee’s work plan.

What time to meet—The best time of the day for advisory committee meetings depends on the

calendars of those who must attend, especially business, industry, and labor representatives.

Many will prefer either a breakfast meeting or a luncheon meeting. Because of work schedules

and commuting time, some may prefer evenings. Regardless of what time a meeting is

scheduled, most members will appreciate refreshments.

Where to meet—Meetings can be held at the college, a local restaurant, or at the company

facilities of the advisory committee member. The location should be whatever is most convenient

for the majority of the committee’s members.

http://vfc6.project.mnscu.edu/index.asp?Type=B_BASIC&SEC=%7BC3211649-DEDD-456B-8185-16B89686D88D%7D

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How long to meet—A meeting does not need to be long to be effective. The constant should be

quality of content, not time. Most meetings will last one to two hours.

3.8 Meeting Agenda:

A well organized agenda QF-1-rev.a.1 and having the discussion stay on topic can contribute to

the success of the committee.

On general, the agenda of the Advisory Committee is:

1. Curriculum

2. Staff development

3. Career development and work-based learning

4. Marketing and advocacy

5. Student recruitment, mentoring, and placement

6. Program resources

7. Evaluation (of the program and the advisory committee itself)

3.9 Meeting Minutes: It’s a Process

All advisory committees and subcommittee meetings must have written minutes QF -2-rev.a.1.

Minutes are the official record of the committee’s activities. They help members understand the

group’s progress, concerns, decisions, and actions. It is not necessary to record all discussions.

Minutes generally include a listing of those who attended the meeting (name, occupation, and

organization), a summary of each issue that was discussed, and any decisions, assignments, or

recommendations that were made.

Written minutes should be submitted to the committee chair for review and signature. The

minutes should be sent out in a timely fashion (1–2 weeks) after the meeting. In addition,

previous minutes may be sent with the notice for the upcoming meeting. A record of all past

meeting minutes and a membership roster should be kept in the QAAC’s AIMS website.

http://www.ctl.mnscu.edu/docs/programadvisorycommitteehandbook/meetingagenda.doc


SAC Committee


Eng. Rama Al Adwan


4 SAC : Student Advisory Committee

The SAC is a committee composed of junior and senior students currently enrolled in the

program. The committee serves as a representative of the students as stakeholders in the

program. The committee is updated each year by replacing the senior students who graduate with

other students. SAC is consulted on assessment results and any major changes in the program.

4.1 Meeting of SAC

In most departments, the DAC/QAC organizes and chairs the advisory committee that includes

students and that meets at regular intervals during the year to review aspects of the department's

undergraduate curriculum.

4.2 Function of SAC

The SAC committee is a committee/focus group that would provide advice to the owners of the

program in the aim to improve the program The SAC committee advises the department on

matters such as ideas for new courses and programs, proposals for improvement of instruction or

advising in the department, and suggestions for changes in the requirements of the major,

representing difficulties in certain fields, such as Math and English, proposing to change pre-

requisite positions, etc. The Student Advisory Committee (SAC) for the undergraduate program

advises the program director about students’ concerns and helps to coordinate extra-curricular

activities to benefit the students.

The results of PILOs reports would also be presented to the students to tell the students the weak

areas they need to strengthen themselves in. They could answer the reasons for the weaknesses,

which could be improvement actions formulated into the strategy of program development.

4.3 Selection of SAC committee members

The selection of the SAC committee would be to the choice of the department, and approved in

the department council. It is recommended to select the students from each academic year, as

well as covering the range of GPAs form 2 to 4, preferable above 2.5

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4.4 Code of Student advisory committee

Members of the student advisory committee may be reappointed by the department chair with the

essence of the department council to serve subsequent or consecutive terms.

The department chair person shall ensure that at least one member of the student advisory

committee is reappointed each year. The student advisory committee shall elect a chairman from

among its members.

The advisory committee shall meet at least twice annually and shall advise the department

regarding matters related to academic matters.

4.5 Agenda of SAC

The agenda QF -1- rev.a.1 could include but not limited to:

1. ideas for new courses and programs,

2. proposals for improvement of instruction

3. advising in the department

4. suggestions for changes in the requirements of the major

5. lab facilities

6. library facilities & timings

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