AREA III: Curriculum And instruction

• S.1. As Graduate Education is the apex of the educational system, its curriculum should showcase the best of the academic and intellectual products and processes of the system through the development of the following professional competencies:

  • • S.1.1. Acquisition of advanced knowledge and theories based on the field of specialization/discipline;

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

    • S.1.3. ability to discover new knowledge through the conduct of research in the doctoral program; and

    • S.1.4. demonstration of enhanced skills to carry out the 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 local, regional and national development goals as well as the institution’s vision and mission.

• I.1. The curriculum/program of study meets the requirements and standards of CHED and the Professional Regulations Commission (PRC).

  • • I.1.1. Master's thesis program - 36 units inclusive of(6) units thesis; Ph.D. program - be based on CMO.

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

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

    • I.1.4. 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 the recent developments in the profession and current global trends.

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

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

• I.5. Opportunities for participation in hands-on activities, 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 review, assessment, updating, and approval of the curriculum by the Academic Council;

    • I.6.3. confirmation of the curriculum by the Board of Regents/Trustees (BOR/BOT); and

    • I.6.4. others (please specify)_______________.

• I.7. The program of study allows the accommodation of students with special needs and provides opportunities for them to finish the degree.

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

Syllabus and Instructional Materials

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

• S.2. The syllabus is a learning contract that must include not only a list of suggested readings and references of print and electronic resources published within the last ten (10) years, but also challenging activities and strategies.

• S.3. Copies of all 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 a Thesis/Dissertation Committee composed of at least 4 graduate faculty for thesis requirements and 5 for dissertation requirements.

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

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

• I.3. The faculty revise and enhances their syllabi preferably every two years, 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).

N.B. Additions for a doctoral program:

• • • I.6.5. case studies, short research projects, readings for reflection and/or reaction.

    • I.6.6. appreciative inquiry.

• I.7. At least three (3) of the following courses 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; and

    • I.7.8. others (please specify)______________.

N.B. For a doctoral program:

• • • I.7.9. reflection papers;

    • I.7.10. reaction papers;

    • I.7.11. case study analyses;

    • I.7.12. research report (individual/group); and

    • I.7.13. others (please specify)______________.

• I.8. At least ten (10) of the following techniques for a master's and doctoral programs are used:

  • • 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 group;

    • I.8.11. incentive 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. multimedia/ 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. Instruction is enhanced through the following:

  • • I.9.1. submission of approved and updated syllabus per course;

    • I.9.2. regular classroom observation/ supervision;

    • I.9.3. regular faculty meetings with the Dean/Academic Unit/Department Head;

    • I.9.4. regular faculty performance evaluation;

    • I.9.5. attendance/ participation of faculty in in-service training;

    • I.9.6. conduct of experimental classes; and

    • I.9.7. adoption of alternative instructional delivery modes, such as modular instruction, e-learning and on-line study.

• I.10. Instructional materials (IMs) are reviewed and recommended by a duly created Instructional Materials Committee (IMC).

• I.11. Varied, multi-sensory materials and computer programs are utilized.

• I.12. The College/Academic Unit maintains consortia and linkages with other learning institutions for exchange of instructional materials.

• I.13. The faculty members are encouraged to produce their own instructional materials such as modules, software, visual aids, manuals and textbooks. For a doctoral program, the faculty compiles case studies and on-line materials and readings to supplement lMs in the library

• I.14. The Institution implements the provisions of CMO 36, s. 1998; CMO 9,s. 2003 and CMO 53, s. 2007 on Thesis/Dissertation writing.

• I.15. The evaluation of master's thesis and of the doctoral dissertation involves an oral examination by the Thesis or Dissertation Committee.

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

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

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

• S.1. The program of studies has a system of evaluating student 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 examination;

    • S.1.3. project and term papers;

    • S.1.4. practicum and performance tests;

    • S.1.5. for the doctoral level: reflection/reaction papers and case study analyses; and

    • S.1.6. other course requirements

• S.2. The summative tests are:

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

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

• I.1. Varied evaluation measure 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. group/individual study/projects;

    • I.1.8. reaction/reflection papers and research reports (individual or group) for the doctoral level; and

    • I.1.9. others (please specify)______________.

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

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

• I.4. The College/Academic Unit encourages and supports the assessment of multiple intelligences.

• I.5. Course and test requirements are returned to the students after results are recorded and analyzed.

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

  • • I.6.1. students;

    • I.6.2. faculty; and

    • I.6.3. academic administration

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

• O.2. The retention rate of students is on average.

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

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

    • S.1.2. schedule of classes;

    • S.1.3. students’ discipline; and

    • S.1.4. maintenance of cleanliness and orderliness.

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

• I.2. Students’ 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.

• O.1. Learning is efficiently and effectively managed.

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

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

• I.2. The College/Academic Unit implements a 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 and other problems which hinder the issuance of their clearances.

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

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

• S.1. The instruction has policies on:

  • S.1.1. substitution or special arrangements whenever a faculty is on leave or absent.

  • S.1.2. giving awards and/or recognition to faculty and students with outstanding achievements; and

  • S.1.3. supervision, monitoring, and evaluation of faculty performance.

• I.1 The institution implements rules on the attendance of the faculty in their respective classes and other academic-related activities.

• I.2. Dialogues are regularly conducted between the administration and the:

  • • I.2.1. faculty; and

    • I.2.2. students.

• I.3. Quality instruction is assured through the conduct of the following strategies:

  • • I.3.1. conducting seminar/workshops on syllabi making;

    • I.3.2. holding workshops on test construction and the corresponding table of specifications;

    • I.3.3. conducting competency assessment;

    • I.3.4. conducting a supervisory visit of classes and providing assistance, if necessary;

    • I.3.5. holding of regular faculty meetings;

    • I.3.6. requiring consultation between the students and the faculty;

    • I.3.7. conducting studies on the academic performance of students; and

    • I.3.8. providing opportunities for the participation of the faculty in in-service training activities.

• I.4. Periodic faculty performance evaluation in teaching and in other functions is conducted by at least three of the following:

  • • I.4.1. the Dean/Department Chairperson;

    • I.4.2. the students;

    • I.4.3. the faculty member himself/herself;

    • I.4.4. peers; and

    • I.4.5. others (please specify)_______________.

• I.5. The results of the performance evaluation are utilized to improve the performance/competencies of the faculty.

• I.6. Students are given recognition for exemplary academic and non-academic performances.

• I.7. Outstanding achievement is recognized and encouraged through the following:

  • • I.7.1. inclusion in the honor roll, Dean's list, etc.;

    • I.7.2. grant of tuition scholarships;

    • I.7.3. award of honor medals and merit certificates;

    • I.7.4. membership in honor societies/honor class/sections, etc.;

    • I.7.5. grant to special privileges such as opportunities for leadership and others (excluding exemption from major exams in all professional subjects); and

    • I.7.6. grant of awards and recognition for outstanding academic accomplishments, e.g., Best Thesis, Student Researcher of the Year, etc.

• I.8. Indicators on the performance of graduates are studied such as:

  • • I.8.1. feedback from employers regarding performance of graduates.

• O.1. The faculty members and students have commendable performances as a result of administrative support.

• O.2. The graduates of the program are employable.