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1. 1. Philosophy and Objectives = 7

1.1. Statement of the Vision, Mission, Goals and Core Values of the Institution

1.1.1. 5

1.2. Statement of College/Department Vision, Mission, and Objectives

1.2.1. 5

1.3. Educational Objectives of the Program and Program Outcomes/Student Learning Outcomes

1.3.1. 5

1.4. Awareness, Acceptance and Implementation of the Faculty, Staff, Students of the Institutional Philosophy and College/Department Vision; Mission, Educational Objectives and Program Outcomes

1.4.1. 10

1.5. Desired Outcomes and Suggested Evidences

1.5.1. 1. The different sectors of the school demonstrate acceptance of the institutional philosophy, vision, mission, goals and educational objectives of the different academic programs as their own. 1.1. Records of faculty, staff, administration meetings and orientation sessions for students and parents in which the school's philosophy, vision, mission, goals, core values and in which the educational objectives of the program are discussed for each academic program

1.5.2. 2. The constituents of the school demonstrate the ability to implement its philosophy, vision, mission, core values and program objectives. 2.1. Records of relevant meetings 2.2. Documented essay writing/ poster/ slogan contests on the school's mission and objectives of each program 2.3. Co-curricular activities of students and evaluation documents

1.5.3. 3. The vision, mission and educational objectives of the program and program outcomes are integrated into the syllabus of each subject/course. 3.1. Proceedings of workshops in which the educational objectives of the program which are stated in behavioral terms, and classified into the 3 domains of educational objectives: cognitive, psychomotor and affective domains are crafted to reflect the institutional philosophy, vision, mission and are cascaded into the program outcomes. The educational objectives of the program and program outcomes are integrated into the syllabi. 3.2. Brochures / catalogues which contain the identified and logically arranged exit competencies or program/ student learning outcomes which are sourced from official issuances of regulatory agencies (e.g. CMO, DepEd Order, PRC / professional organization policies and standards, etc.) 3.3. Proceedings of syllabi-writing workshops in which the subject / course objectives are matched with the identified exit competencies or student learning/ program outcomes. 3.4. Syllabi which consistently include the institutional mission and educational objectives of the program. The focus of each syllabus is highlighted in a matrix showing the logical flow from the subject / course objectives, to the program / learning outcomes or exit competencies of students, to the outcomes assessment activities and evidences of the attainment of outcomes.

2. 2. Faculty = 7

2.1. Academic Qualifications

2.1.1. 9

2.2. Professional Performance

2.2.1. 9

2.3. Selection of Faculty Members

2.3.1. 8

2.4. Teaching Assignments

2.4.1. 7

2.5. Rank and Tenure

2.5.1. 5

2.6. Faculty Development

2.6.1. 5

2.7. Salaries and Fringe Benefits

2.7.1. 7

2.8. Faculty Involvement in the Formulation and Review of Goals, Policies and Curriculum

2.8.1. 5

2.9. Desired Outcomes and Suggested Evidences

2.9.1. 2.1. Faculty members demonstrate high degree of professionalism in their practice of teaching, research and extension activities. 2.1.1. Faculty members' annual research output, singly or in collaboration with fellow faculty members, graduate students and professional colleagues. 2.1.2. Faculty development program.

2.9.2. 2.2. The faculty members share their expertise with professional organizations, community agencies and other educational institutions. 2.2. Faculty members' portfolios updated at least once a year to include letters of invitation, certificates of recognition and abstracts of lectures delivered in the professional and service community.

2.10. Additional Informations and Exhibits

2.10.1. 1. Faculty Manual

2.10.2. 2. Information on the institutional faculty ranking system

2.10.3. 3. Copy of the institution's salary scale/compensation scheme

2.10.4. 4. Faculty roster, including degrees obtained and field(s) of specialization, classification (whether full time or part-time) and years of teaching experience in the institution

2.10.5. 5. Individual faculty information sheets

2.10.6. 6. List of faculty thesis advisers with names of advisees and thesis topics

2.10.7. 7. Research journals

2.10.8. 8. Library list of catalogued theses successfully defended in the graduate school

3. 3. Curriculum and Instruction = 7

3.1. A. Program of Study and Curriculum

3.1.1. 9

3.2. B. Instructional Procedures and Techniques

3.2.1. 9

3.3. C. Evaluation and Grading

3.3.1. 7

3.4. D. Graduation Requirements

3.4.1. 6

3.5. E. Administrative Support

3.5.1. 5

3.6. F. Community Service and Involvement

3.6.1. 9

3.7. G. Desired Outcomes and Suggested Evidences

3.7.1. 3.1. The scope and sequence of subjects / courses are logically arranged to allow inter-disciplinary and multi-disciplinary approaches in teaching and learning. 3.1.1. Records of administered written comprehensive examinations either at mid-course or prior to thesis writing. These comprehensive examinations test the students' holistic understanding of the course and enable them to demonstrate their cumulatively developed ability to apply principles and theories learned to real-life and/or work place situations. 3.1.2. Longitudinal or “best case” / thematic portfolios of students.

3.7.2. 3.2. All the subjects / courses require the application of research skills 3.2.1. Syllabi showing the requirement of the submission of research reports relevant to the subject content. 3.2.2. Annual list of research reports submitted by students classified by subject/course.

3.7.3. 3.3. Thesis seminar or colloquium is a curricular requirement to ensure the use of scientific process in the preparation of the thesis proposal. 3.3. Proceedings of the defense of the thesis proposal in the presence of subject specialists and peer evaluators including the members of the thesis / dissertation seminar / colloquium class.

3.7.4. 3.4. Innovative instructional methods are regularly employed in classes and are evaluated for their effectiveness. 3.4. Action research reports on the use of alternative teaching methods such as: problem-based teaching, case method, Delphi technique, simulations, field study, games, group dynamics, etc.

4. 4. Research = 7

4.1. A. Human Resources

4.1.1. 9

4.2. B. Orientation

4.2.1. 9

4.3. C. Activities

4.3.1. 9

4.4. D. Quality

4.4.1. 9

4.5. E. Support from Administration

4.5.1. 7

4.6. F. Dissemination and Utilization

4.6.1. 4

4.7. G. Ethics of Research

4.7.1. 8

4.8. H. Desired Outcomes and Suggested Evidences

4.8.1. 4.1. Faculty members teaching research subjects, the thesis advisers and the staff of the research department/center demonstrate expertise in their respective asks. 4.1.1. A comprehensive institutional Research Manual reflecting the research policies, standards, agenda, incentives, job descriptions and qualifications of research enablers and evaluation measures to verify the extent of implementation of the research program. 4.1.2. Research outputs of the research center staff and faculty members, especially those handling research subjects and are assigned theses advising.

4.8.2. 4.2. The topics of the researches of the faculty, students and research staff include national and international issues like global warming, environmental sustainability pollution control, productivity, quality assurance, etc. 4.2. Annual or biennial research thrusts identified and implemented through grants and/or rewards, and publication in local/international journals.

4.8.3. 4.3. The research competencies of the faculty, students, and research staff are continuously honed. 4.3. A research competency development program, based on research training needs assessment, which is regularly implemented.

4.8.4. 4.4. Abstracts, articles or full-length reports on completed researches are presented in research fora, published in official or refereed journals and utilized for academic improvement. 4.4.1. Annual research accomplishment reports which include appropriate details on the utilization of results of researches. 4.4.2. Documentation of research colloquia. 4.4.3. Report on commissioned researches.

5. 5. Students = 7

5.1. A. Admission

5.1.1. 10

5.2. B. Retention

5.2.1. 10

5.3. C. Student Services

5.3.1. 10

5.4. D. Desired Outcomes and Suggested Evidences

5.4.1. 5.1. Graduate students are guided by individual program of studies that is prepared cooperatively with them by their program advisers according to their individual needs. 5.1. Individual program of studies regularly monitored, revised as needed, and kept in individual cumulative files.

5.4.2. 5.2. Students apply research and leadership skills they learn in their work places or relevant community settings. 5.2. Students' portfolios, either longitudinal or thematic/ best case, which include reports on workplace projects, field study or relevant immersion activities where their skills/competencies are practiced.

5.4.3. 5.3. School services are administered according to the peculiar schedules of graduate students. 5.3. Regular satisfaction surveys conducted to address the peculiar needs of graduate students.

6. 6. Library = 6

6.1. A. Administration and Staffing

6.1.1. 7

6.2. B. Financial Support

6.2.1. 6

6.3. C. Holdings

6.3.1. 9

6.4. E. Services

6.4.1. 8

6.5. D. Organization and Maintenance of Collections

6.5.1. 5

6.6. F. Physical Facilities

6.6.1. 5

6.7. G. Desired Outcomes and Suggested Evidences

6.7.1. 6.1. Adequate equipment and updated learning resources of the library enable it to service efficiently the instructional and research activities and needs of the academic community. 6.1. The library exceeds its regular functions by performing the following specialized services which are adequately documented: abstracting reference/bibliographic assistance research collaboration with faculty/ students/ fellow librarians literature search assistance

6.7.2. 6.2. Satisfaction surveys which are regularly conducted among the clientele enable the library to continuously improve its holdings and services. 6.2. Results of satisfaction surveys and records of their utilization to improve library holdings and services.

7. 7. Administration = 5

7.1. A. Administrative Organization

7.1.1. 6

7.2. B. Planning

7.2.1. 10

7.3. C. Financial Management

7.3.1. 9

7.4. D. Administration of Records

7.4.1. 4

7.5. E. Academic and Scholarly Connections

7.5.1. 6

7.6. F. Desired Outcomes and Suggested Evidences

7.6.1. 7.1. Organizational synergy is demonstrated by highly qualified and competent administrators working in unison to achieve the school's mission and program educational objectives of the different academic units. 7.1. Proceedings of regular management reviews to monitor performance of the different administrative units in achieving the school's mission and educational objectives of the program

7.6.2. 7.2 Strategic planning is a regular cooperative activity which guides every unit of the school in attaining the institutional vision, mission, and educational objectives of the program. 7.2. Documented “top-down-up” planning scheme which is adequately implemented to ensure the widest participation in the task of charting the direction of the institution.

7.6.3. 7.3. Every unit formulates annual operations/action plans to implement the institutional long-term strategic plan. 7.3. Implemented and monitored annual operations/action plans to ensure achievement of targets in the institutional development plan.

8. 8. Other Resources = 4

8.1. A. Human Resources

8.1.1. 4

8.2. B. Physical Resources

8.2.1. 3

8.3. C. Laboratories (where applicable)

8.3.1. 3

8.4. D. Desired Outcomes and Suggested Evidences

8.4.1. 8.1. Active assistance for research is available for consultation on content, questionnaire validation, statistical treatment, data processing, editing, and reproduction. 8.1. A Research Center/Department brochure announcing the research services available, the fees charged and the responsible staff.

8.4.2. 8.2. Faculty members and students are satisfied with their classrooms, conference rooms, discussion and study areas, oral examination, oral defense rooms and other facilities, 8.2. Results of regular satisfaction surveys conducted with report on how the results are utilized for the continuous improvement of facilities and services.

8.4.3. 8.3. Whenever needed, laboratory facilities and equipment are accessible to graduate faculty and students. 8.3. Guidelines on the use of centralized/collegiate science and professional laboratories, case and simulation rooms by graduate school faculty and students.

8.4.4. 8.4. The safety of the academic community is ensured. 8.4.1. Proof of security systems. 8.4.2. Documentation of fire and earthquake drills.