SYSTEM-INPUTS AND PROCESSES

S.1.Graduate education being the apex of the educational system, its curriculum showcases the best of the academic and intellectual products and processes of the system through the development of the following competencies:

             S.1.1. acquisition of knowledge and theories based on the field of specialization;

             S.1.2. application of the theories to real problems in the field; and

             S.1.3. demonstration enchanced skills to carry out application or strategy in actual complex work settings.

S.2. There is a system of validation of subjects taken from other schools.

S.3. The curriculum reflects the local, regional and national development goals as well as the institution’s vision and mission.

IMPLEMENTATION

I.1. The curriculum/program of study meets the requirements and standards of CHED as follows.

I.1.1. Master's thesis program –  36 units inclusive of (6) units thesis;

I.1.2. Master's non-thesis program inclusive of six (6) integrating courses - 36 units

                I.1.3. For thesis Master's Program: Competencies to undertake research in specific areas with the broad field of educational science and practice; and

I.1.4. For Doctoral Programs: new knowledge and strategies in specific areas within the broad field of educational science and practice.

I.2. The curricular content is responsive to the needs of the country and recent developments in the profession.

I.3. The curricular content covers the extent of the professional and technical preparation of its graduates

I.4. The curricular integrates values, reflective of national customs, culture and traditions in cases where applicable.

I.5. Opportunities for participation in hands-on activites, such as immersion/practical training and field study are maintained in the curriculum.

I.6. The following activities are undertaken to ensure quality in the process of curriculum development:

             I.6.1. participative planning and designing of the curriculum by the following stakeholders:

                             I.6.1.1. administration;

                             I. 6.1.2. faculty;

                             I.6.1.3. students;

                             I.6.1.4. alumni;

                             I.6.1.5. representatives from the industry/sector; and

                             I.6.1.6. others (please specify)

               I.6.2. periodic view, assessment, updating and  approval of the curriculum by the Academic Council; and

             I.6.3. confirmation of the curriculum by the BOR/BOT

I.7. The program of study allows the accommodation of students with special needs and assists them to finish the degree.

OUTCOME/S

O.1. The curriculum is responsive and relevant to the demands of the times.

SYSTEM-INPUTS AND PROCESSES

S.1. There is an institutional outcomes-based standard format in the preparation of course syllabi.

S.2. The syllabus includes a list of suggested readings and references of print and electronic resources within the last ten (10) years.

S.3. Copies of all course syllabi during the term are available at the Dean’s office or in any other appropriate repository.

S.4. Copies of all course syllabi in previous terms are filed for reference purposes.

S.5. Specialized readings discussing and evaluating best practices in specific areas of professional specialization are used as reference materials.

S.6. There is a mechanism to facilitate the teaching-learning process.

S.7. There is Thesis/Dissertation Committee composed of 4 graduate faculty for thesis requirements and 5 for dissertation requirements.

IMPLEMENTATION

I.1. The Dean or official concerned approves the updated syllabus for each subject.

I.2. The faculty prepares syllabi with comprehensive contents.

I.3. The faculty revise and enhances the syllabi preferably every two years and as needed.

I.4. The faculty distributes a copy of the syllabus to each student.

I.5. Teaching strategies stimulate the development of the students’ higher-order thinking skills (HOTS) such as critical thinking, analytical thinking, creative thinking and problem-solving.

Teaching Methods and Techniques

I.6. Classroom instruction is enriched through the use of the following strategies:

             I.6.1. symposia, seminars, workshops, professional lectures;

             I.6.2. educational tours/learning visits/other co-curricular activities;

             I.6.3. peer teaching/cooperative learning; and

             I.6.4. computer-assisted instruction (CAI) and computer-assisted learning (CAL).

I.7. At least three (3) of the following course requirements are used:

  I.7.1. group/individual projects;

             I.7.2. group/individual reports;

             I.7.3. group/individual term papers;

             I.7.4. performance activities;

             I.7.5. learning contract;

             I.7.6. portfolio;

             I.7.7. research study;

             I.7.8. learning modules; and

             I.7.9. others (please specify)

I.8. Instruction is enriched through the use of at least ten (10) of the following techniques/strategies:

             I.8.1. film showing;

             I.8.2. projects;

             I.8.3. group dynamics;

             I.8.4. case study;

             I.8.5. workshops;

             I.8.6. simulations;

             I.8.7. dimensional question approach;

             I.8.8. brainstorming;

             I.8.9. buzz sessions;

             I.8.10. informal creative groups;

             I.8.11. interactive learning;

             I.8.12. team teaching;

             I.8.13. micro teaching;

             I.8.14. macro teaching;

             I.8.15. tandem teaching;

             I.8.16. peer teaching;

             I.8.17. multi-media/courseware/teach ware;

             I.8.18. experiments;

             I.8.19. problem-solving;

             I.8.20. type study methods;

             I.8.21. reporting;

             I.8.22. panel discussion; and

             I.8.23. others (please specify)

I.9. Instructional strategies provide for student individual needs and the development of multiple intelligence;

I.10. Instruction is enhanced through the following:

             I.10.1. submission of approved and updated syllabus for every subject/course;

             I.10.2. regular classroom observation/supervision;

             I.10.3. regular faculty meetings with the College/Academic Dean/Department Chair;

             I.10.4. regular faculty performance evaluation;

             I.10.5. attendance/participation of faculty in in- service training;

             I.10.6. conduct of experimental classes; and

             I.10.7. adoption of alternative instructional delivery modes, or use of curret/updated instructional methodologies; and

I.10.8. adoption of instructional delivery modes such as modules, e-learning, on-line, etc.

I.11. Instructional materials (IMs) are reviewed and recommended by an Instructional Materials Committee (IMC).

I.12. Varied, multi-sensory materials and computer programs are utilized.

I.13. The faculty are encouraged to produce their own instructional materials such as modules, software, visual aids, manuals and textbooks

I.14. The College/Academic Unit maintains consortia and linkages with other learning institutions for academic exchange of instructional materials.

I.15. The institution implements the provision of CMO 36 s 1998, CMO 9 s 2003 and CMO 53 s 2007 on Thesis/Dissertation.

I.16. The evaluation of master's thesis and of the doctoral dissertation involves an oral examination by the Thesis or Dissertation Committee.

OUTCOME/S

O.1.  Course syllabi are updated and approved by concerned authorities.

O.2. Varied teaching strategies and techniques are efficiently and effectively used.

O.3. Instructional materials produced by the faculty are copyrighted/patented.

SYSTEM-INPUTS AND PROCESSES

S.1. The program of studies has a system of evaluating students performance through a combination of the following:

             S.1.1. formative tests such as quizzes, unit tests;

             S.1.2. summative tests such as mid-term and final examinations;

             S.1.3. project and term papers;

             S.1.4. practicum and performance tests; and

             S.1.5. other course requirements.

S.2. The summative tests have the following descriptions:

             S.2.1. comprehensive enough to test the different levels of cognitive skills and knowledge of content; and

             S.2.2. based on well-designed Table of Specifications (TOS).

IMPLEMENTATION

I.1. Varied evaluation measures are used, such as:

             I.1.1. portfolio;

             I.1.2. rubric assessment;

             I.1.3. skills demonstration;

             I.1.4. paper and pencil tests;

             I.1.5. oral examinations;

             I.1.6. group/individual reports;

             I.1.7. groups/individual projects; and

             I.1.8. others (please specify)

I.2. Evaluation tools/instruments are reviewed and revised periodically.

I.3. The faculty are trained how to assess student performance properly.

I.4. The College/Academic Unit encourages and supports assessment for multiple intelligences.

I.5. Course and test requirements are returned to students after results are checked, recorded and analyzed.         

I.6. The system of student evaluation and grading is defined, understood, and disseminated to:

             I.6.1. students;

             I.6.2. faculty;

             I.6.3. academic administrators; and

             I.6.4. parents/guardians.

OUTCOME/S

O.1. The student’s academic performance is commendable.

O.2. Retention rate of students is on the average.

SYSTEM-INPUTS AND PROCESSES

S.1. There are policies on management of learning which includes the following:

             S.1.1. student’s attendance in class and other academic activities; 

             S.1.2. schedule of classes; 

             S.1.3. student’s discipline; and

             S.1.4. maintenance of cleanliness and orderliness. 

IMPLEMENTATION

I.1. The policies on management of learning are enforced. 

I.2. Student activities are well-planned and implemented. 

I.3.The faculty continuously guide every student in the class for independent study and research

I.4. Outputs are submitted on time.

OUTCOME/S

O.1. Learning is efficiently and effectively managed. 

SYSTEM-INPUTS AND PROCESSES

S.1. There is a policy on graduation requirements. 

IMPLEMENTATION

I.1. The students are regularly informed of the academic requirements of their respective courses. 

I.2. The College/Academic Unit implements the system for student returnees and transferees to meet the residence and other graduation requirements. 

I.3. Graduating students conduct research and other activities prescribed in their respective curricula.

I.4. The College/Academic Unit assists the graduating students with academic deficiencies, disciplinary cases, and other problems which hinder issuance of clearances. 

I.5. A clearance from academic and financial accountabilities and responsibilities is required before graduation. 

OUTCOME/S

O.1. At least 60% of the students enrolled in the program are able to graduate within the regular time frame. 

Area I : VMGO

Area II: Faculty

Area III: Curriculum and Instruction

Area IV: Support to Students

Area V: Research

Area VI: Extension and Community Involvement

Area VII: Library

Area VIII: Physical Plant and Facilities

Area IX: Laboratories

Area X: Administration