Area III - Curriculum & Instruction

Topic outline

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  General

  • Program Performance Profile 
  • Extent of Compliance

  • Self-Survey

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  PARAMETER A: CURRICULUM AND PROGRAM OF STUDIES

  SYSTEM – INPUTS AND PROCESSES
  

  S.1. Graduates education being the apex of the educational system, its curriculum showcase the best of the academic and intellectual product and processes of the system through the development the following competencies:

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

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

            S.1.3. demonstrating enhanced skills to carry out the application or strategy in actual complex work settings

  S.2. There is a system of validation of subject taken from other school.

  S.3. The curriculum reflects the local, regional and national development goals as well as 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 required of its graduates.

  I.4. The curriculum integrates value, reflective of 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. other (please specify) __________

       I.6.2. periodic review, 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 for them to finish the degree.

  
  

  OUTCOME/S     
  

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

  
  
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  PARAMETER B: INSTRUCTIONAL PROCESS, METHODOLOGIES AND LEARNING OPPORTUNITIES

  SYSTEM- INPUTS AND PROCESSES

  Syllabus and Instructional Materials

  S.1. There is an instructional outcome – 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 published 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 the previous terms are filed for references purposes.

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

  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 consents.

  I.3. The faculty revises and enhances their syllabi preferably every two years as needed

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

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

  Teaching Method 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 contact;

       I.7.6. portfolio;

       I.7.7. learning modules;

       I.7.8. research study;

       I.7.9. others (please specify) _____________

  I.8. Instruction is enriched though 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/ teachware;

       I.8.18. experiments;

       I.8.19. problem-solving;

       I.8.20. type of study methods;

       I.8.21. reporting;

            I.8.22. panel discussion; and

            I.8.23. other (please specify) __________

  I.9. Instructional strategies provide for students’ individual needs and the development of multiple intelligences.

   I.10. Instruction is enhanced through the following:

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

       I.10.2. regular classroom observation/supervision;

       I.10.3. regular faculty meetings with the 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,

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

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

  I.11. Instructional materials (IM) are reviewed and recommended by the duly created Instructional Material 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 institution 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 copyright and patented.
  
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  PARAMETER C: ASSESSMENT OF ACADEMIC PERFORMANCE

  SYSTEM-INPUTS AND PROCESSES

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

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

  S.1.2. summative test such as mid-term and final examination;

  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 test 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 Specification (TOS).

  
  

  IMPLEMENTATION

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

  I.1.1. portfolio;

  I.1.2. rubric assessments;

  I.1.3. skills demonstration;

  I.1.4. paper and pencil tests;

  I.1.5. oral examination;

  I.1.6. group/individual reports;

  I.1.7. group/individual projects; and

  I.1.8. others (please specify) _________

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

  I.3. The faculty members 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 the 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 in on the average.

  
  
  
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  PARAMETER D: MANAGEMENT OF LEARNING

  SYSTEM – INPUTS AND PROCESSES

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

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

  S.1.2. schedule of classes;

  S.1.3. submission of outputs; and

  S.1.4. maintenance of cleanliness and orderliness.

   

  IMPLEMENTATION

  I.1. The policies on management of 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.

   

  OUTCOME/S

  O.1. Learning is efficiently and effectiveness requirements.

  
  
  
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  PARAMETER E: GRADUATION REQUIREMENTS

  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 clearance.

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

   

  OUTCOME/S

  O.1. At least 60% of the students enrolled on the program are able to graduate within the regular time frame.
  
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  PARAMETER F: ADMINISTRATIVE SUPPORT FOR EFFECTIVE INSTRUCTION

  SYSTEM – INPUT AND PROCESSES

  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 for faculty and students with outstanding  achievements; and

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

   

  IMPLEMENTATION

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

  I.2. Dialogues is regularly conducted by administration with the:

  1.2.1. faculty and

  1.2.2. students.

  I.3. Quality instruction is assured through the following strategies;

  I.3.1. conducting seminars/workshop 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 supervisory visit of classes and providing assistance, if necessary;

  I.3.5. holding of regular faculty meetings;

  I.3.6. requiring consultations between students and faculty;

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

  I.3.8. providing for the participation/attendance of the faculty in in-service activities.

  I.4. Periodic faculty performance evaluation on instruction and other functions is done by at least three of the following:

       I.4.1. the Dean/Academic Head/Department Chair;

       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 performance evaluation are used to improve the performance/ competencies of the faculty.

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

  I.7. Outstanding achievement is recognized and encouraged through;

       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/sections, etc.;

       I.7.5. grant of special privileges such as opportunities in leadership and others ( including exemption from major exams on all professional business subject); and

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

  I.8. Indicators on performance of graduates are studied as follows:

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

   

  OUTCOME/S

  O.1. The faculty and students have commendable performance as a result of administrative support.

  O.2. The graduates of the program are employed.