• Systems - Inputs and Processes

S.1. The curriculum provides for the development of the following professional competencies:

S.1.1. acquisition of knowledge of theories based on the field of

specialization/discipline;

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

S.1.3. demonstration of skills in applying different strategies in actual work setting.

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

S.3. The curriculum reflects the local, regional, and national goals as based on the Institution's vision and mission.

• Implementation

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

I.2. The subjects are logically sequenced, and prerequisites are identified.

I.3. The curricular content is responsive to the needs of the country and recent developments in the profession.

I.4. The curricular content covers the extent of the professional and technical preparation required of its graduates.

I.5. The curriculum integrates values, reflective of national customs, culture and tradition in cases where applicable.

I.6. Opportunities for participation in hands-on activities such as immersion/practical training and field study are maintained in the curriculum.

I.7. The following activities are undertaken to ensure quality in the process of curriculum development:

I.7.1. participative planning and designing of the curriculum by the following stakeholders:

I.7.1.1. administration;

I.7.1.2. faculty;

I.7.1.3. students;

I.7.1.4. alumni;

I.7.1.5. representatives from the industry/sector and

1.7.1.6. others

I.7.2. periodic review, assessment, and updating of the curriculum by the Academic Council;

I.7.3. confirmation by the BOT/BOR. 

1.8. The program of study allows the accommodation of students with special needs and provides for them to finish their degrees.

• Outcome/s

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

O.2. There is a passing average performance in the Licensure Examinations

• Systems - 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.

To access the evidences for S.3 to S.5, click here.

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 syllabi in previous semesters are filed for reference purposes.

S.5. There is provision for remedial measures to strengthen the basic skills in Mathematics and English and other "tool" subjects.

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

• Implementation

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

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

I.3. The faculty revise and enhance the syllabus preferably every two (2) years and as needed.

I.4. The faculty distribute 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.

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

To access the evidences for I.6.1 to I.6.2, click here.

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. learning modules;

I.7.8. research study; and

I.7.9. others

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

To access the evidences for I.8.1 to I.8.23, click here

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

I.9. Instructional strategies provide for student's individual needs and multiple intelligences.

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 Unit/Dean/Department Chair;

To access the evidences for I.10.4 to I.10.7, click here.

I.10.4. regular faculty performance evaluation;

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

I.10.6. conduct of experimental classes; and

I.10.7. adoption of alternative instructional delivery modes, such as modular instruction, e-learning and on-line study.

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

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

I.13. The College/Academic Unit maintains consortia and linkages with other learning institutions for academic exchange of instructional materials.

I.14. The faculty are encouraged to produce their own instructional materials such as modules, software, visual aids, manuals, and textbooks.

• Outcome/s

To access the evidences forO.1 to O.3, click here.

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 produced by the faculty are copyrighted/patented.

• Systems - 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, units' tests;

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

S.1.3. projects 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. group/individual projects; and

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. parent/guardians.

• Outcome/s

To access the evidences for O.1 and O.2, click here.

O.1. Students' academic performance is commendable.

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

• Systems - Inputs and Processes

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

To access the evidences for S.1.1 to S.1.4, click here.

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

S.1.2. schedules of classes;

S.1.3. students' 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. Assignments are designed to reinforce teaching which results in students maximum learning.

I.4. The maximum class size of 50 for undergraduate courses is enforced.

I.5. Classroom discipline is maintained in consonance with democratic practices.

I.6. The class officers and assigned students assist in maintaining cleanliness of classrooms, laboratories, corridors, and the campus.

I.7. Independent work and performance are encouraged and monitored in the following activities:

I.7.1. case studies/reports;

I.7.2. thesis

I.8. In practicum courses, (field study, OJT, practice teaching, etc.) the number of trainees supervised by each coordinator does not exceed 50.

• Outcome/s

O.1. Learning is efficiently and effectively managed.

• Systems - 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 graduated requirements.

I.3. Graduating students conduct research and/or undergo practicum/OJT or 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 graduate within the regular time frame.

• Systems - Inputs and Processes

S.1. The institution has policies on:

S.1.1. substitution or special arrangements whenever a teacher 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 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 following strategies:

To access the evidences for I.3.1 to I.3.2, click here.

I.3.1. conducting seminarr/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 visits 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 opportunities for the participation of the faculty in in-service activities.

I.4. Periodic faculty performance evaluation in teaching and in other functions is conducted by at least three (3) of the following:

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

I.4.2. students;

I.4.3. the faculty member himself/herself;

I.4.4. peers; and

I.4.5. others

I.5. The results of the performance evaluation are used to improve the performance of the faculty.

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

I.7. Outstanding achievement of students is recognized and encouraged through:

To access the evidences for I.7.1 to I.7.4, click here. 

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

I.7.2. grant of tuition scholarships;

I.7.3. awarding of honor medals and merit certificates;

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

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

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

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

I.8.1. analysis of performance of graduates in the Information Technology Licensure Examination (if applicable);

I.8.2. employability of graduates; and

I.8.3. feedback from employees 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 employable