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Published by JOE SANCHEZ, 2022-11-10 15:53:59

Description: CRITERION I-BSIT Narrative


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CONTENTS 1 Excellent Teaching and Learning Outcomes of the Program I. Statement of the Purpose II. Program III. Evaluation and Assessment IV. Continuous Improvement V. Outcomes 2|Page

Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) AREA/CRITERION AVERAGE WEIGHT WEIGHTED SCORE SCORE I. Statement of Purpose 5 10 50 5 10 50 II. Program 5 10 50 III. Evaluation and 5 10 50 Assessment 55 25 IV. Continuous 50 225 Improvement V. Outcomes Total Weight Value Final Rating 5 3|Page

Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) Criterion 1 EXCELLENT TEACHING AND LEARNING OUTCOMES OF THE PROGRAM Narrative Report 1. STATEMENT OF PURPOSE Indicator: Link up of teaching-learning goals from the institutional level through the program level through the subject level is highly visible 1.1 Describe how the institutional philosophy is reflected in the program objectives which in turn, are filtered down to the subject level in observable and measurable outcomes. There is considerable evidence of institutional commitment to the established criterion. The graduate qualities complement the institution's new vision and mission which are reflected and communicated in its core values namely: Service - We serve the Filipino people by delivering equitable access to academic services and social volunteerism. Professionalism - We uphold professionalism through integrity and ethical responsibility. 4|Page

Competence - We personify service excellence with holistic growth and learning. Fellowship - We enliven the spirit of camaraderie and solidarity. The institutional mission statements emphasized alignment with the role and functions of the higher educational institution providing holistic development of all stakeholders through excellence in instruction, research, and extension service. The institutional core values were developed and reflect the institutional acronym SPCF –Service, Professionalism, Competence, Fellowship which embodies the philosophy of the founders which served as the inspiration to produce globally competitive professionals with proactive values and attitudes and is highlighted in the SPCF’s Vision: An institution delivering world-class education. The Mission, Vision, and Core Values are embedded in all the courses taught so that they will be imbibed by the students. They are described, observed, and measured through the following Institutional Goals (IG) which include 1. Demonstrate excellence in the practice of one’s profession. 2. Communicate innovativeness with precision and cohesion expressing an awareness of global educational trends and reforms. 3. Think critically to evaluate disciplinary ideas and to develop practical solutions that arise in the institution and the community it serves. 4. Internalize and exhibit socio-ethical values that address respect for diversity. 5. Use lifelong learning competencies including, but not limited to information and media literacy, communication, and career skills to become globally competitive professionals. The Institution has adopted explicit procedures in the implementation of Outcome- Based Education (OBE) to ensure that the Institution’s educational paradigm is cascaded to and rationalized at the course level. First, the formulation of PEO is participated by relevant industry partners who provide feedback on whether there is a mismatch between graduates’ competencies and industry needs. This is done to ensure that the graduates of the Information Technology program will demonstrate professional and technical expertise with ethical responsibility in the practice of the Information Technology profession, research, and innovation, entrepreneurial ventures, and professional development. The PEOs are cascaded to and aligned with the Student Outcomes (SO) and Course Outcomes (CO) as evident in all course syllabi. The preparation of all course syllabi is agreed upon by all teachers to ensure that the faculty members during college and program meetings agree on the specific, measurable, attainable, reliable, and time-bounded learning outcomes of all courses, particularly those who are handling the same course. This means that teachers may differ in their teaching strategies, but the summative assessment task design is the 5|Page

same. Finally, this is intentionally done to make the student outcomes assessment and evaluation, reliable and valid. The Institution’s articulation of its thrusts and the intended outcome for instruction, research, and extension helped the College of Computing and Information Sciences (CCIS) sustain its support for the quality of education by ensuring faculty development, student development, and curriculum enhancement. Guided by the core values, the Institution strived to continually improve the effectiveness of its quality management system by monitoring the performance against the established objectives and through thorough leadership that promotes employee involvement. 1.2 Describe how involved the faculty members are in assuring that the planned activities in each subject will result in the achievement of the target learning outcomes of the program. The active participation of the faculty members is not just evident in crafting the Faculty Development Plan which indicates the activities and objectives of the Academic Program and Student development but also in the SO assessment planning. In adherence with the OBE, the faculty members through the leadership of the dean and program chair, prepare the syllabi of all the courses of the program. While the faculty members may differ in terms of teaching strategies, lecturers who are handling the same course agree on the summative assessment tasks that are aligned with the course outcomes. This mechanism is done in preparation for the SO assessment plan, data gathering, analysis and reporting, and continuous quality improvement. This means that the faculty undertake pedagogical and outcome- based assessment processes based on the PEOs, SOs, and COs. They also harness their knowledge and skills through training, workshops, and consultation based on generated needs like research, student and classroom needs, online and offline activities fostering ethics and critical thinking, skills, peer consultation, and focused group discussion with students. The faculty members were adaptive to the use of technology and various online platforms such as Microsoft Teams and Google Classroom LMS, and other applications to facilitate synchronous and asynchronous learning under the hybrid modality. Faculty members actively participate in online certification programs to keep abreast of the latest developments in technologies, hardware, and software. To boost their teaching skills and upgrade their personal development. The significant involvement of the faculty in all quality teaching-learning-related activities and processes has resulted in the achievement of the target learning outcomes of the IT program. 6|Page

1.3 Describe how informed the students are of the target learning outcomes and how involved they are in the planning and carrying out of the activities to achieve these outcomes in the program. There are various opportunities where students are properly informed of, consulted about, and engaged in activities that are geared towards the achievement of learning outcomes. Such opportunities include brochure distribution during career guidance activities undertaken by the Office of Student Affairs (OSA) and Assessment Counselling and Placement Center (ACAP). Policy dissemination is also done by the OSA during College orientation which includes a campus tour program, parallel activities promoting the student code of conduct, and a plenary session introducing the students to the college for freshmen through the assistance of the respective student organization of the college, College of Computing and Information Sciences (CCIS) College Student Council (CSC). Moreover, during the General Assembly of every academic organization, program brochures are also distributed. The individual brochure contains important information about the program such as a brief description of the program. Announcement through Social Networking Services (SNS) like a Facebook page is also done to help encourage students to attend curricular activities, which give them challenging experiences and significant exposure while achieving the desired learning outcomes of the program. An institutional course assessment is also conducted by the Human Resources (HR)Department where the students express their feedback about the teacher, methodologies, curriculum, time, syllabus, assessment elements, and learning outcomes. At the classroom level, subject teachers allot the first day of the meeting as the orientation and leveling of expectations of students and teachers in the course. OBE-compliant syllabi are distributed to students at the start of the semester. The course coverage and learning outcomes are explicitly explained to the students. In this way, the students have a clear target to aim for, prepare for the academic workload required, and monitor their progress. The articulation and carrying out of the above learning outcomes are not the responsibility of the faculty alone. The Assessment Counselling and Placement Center (ACAP) does brochure distribution during career guidance. The academics partnered with the Office of Student Affairs (OSA) to supplement students’ classroom learning and to contribute significantly to their personal development. The Institution’s efforts to extensively inform students about the target learning outcomes and engage them in the planning and implementation of activities have guided them in their academic and career development. 7|Page

2. PROGRAM Indicator: There are evidence of the demonstrated expertise of the faculty in utilizing principles and methods of teaching the desired learning outcomes among the students. 2.1 Describe how the teachers determine the best teaching methods and devices that will result in the attainment of the desired learning outcomes. The Information Technology program conducts various assessment activities to determine the best and appropriate teaching methods to achieve the desired learning outcomes of the program. At the outset, the program has an inventory of teaching strategies in which teachers are trained during the annual retooling workshop. Before a teaching strategy is adopted, teachers conduct pre-tests and needs assessments to suit the strategy to the needs and interests of the students and the substance of the lesson. Faculty needs assessment is also being conducted to continually equip them with pedagogical knowledge in teaching different topics through the professional development activities of the Institution. Aside from the different assessment activities, the college implements other initiatives to maximize the different teaching methods. The faculty of the Information Technology program do peer consultation and sharing of the teaching strategies that they employ in class. Through the exchange of information, learned strategies are integrated into the syllabus. Consequently, the faculty undertake innovation both in their instructional material design and teaching strategies. Furthermore, faculty members adapt and implement learning strategies that motivate learners and harness thinking skills. Some of these strategies are authentic material simulation, role-playing, reporting, class discussion, creating information systems, machine learning, software application programs, developing databases, and many more. Undertaking various learning strategies enables the teachers to help improve the academic performance of the learners as reflected in the Class Record Template, an application developed by the college to monitor students’ performance in all competencies, from which top achievers are derived. Innovations and creativity are in the system of IT faculty which made them unique. These resulted in minimal use of the lecture method, making the learning environment more interactive and technology-based. 2.2 Describe how teachers acquire the needed skills in educational research, test construction, analysis, and interpretation to ensure the attainment of the desired competence among the students of the program. The Institution regularly conducts seminars and training related to educational research, test construction, analysis, and interpretation to ensure the attainment of the desired students’ competencies. The implementation, monitoring, and 8|Page

evaluation of the faculty development program are regularly documented as a basis for improvement. The comprehensive system of evaluation of teaching and learning in the program that is consistently implemented and regularly reviewed shows a link in achieving desired competencies of students; hence its shows the preparation, and training participated in or conducted by faculty members are reflected. The faculty development program and student development program include seminars, training, and workshop on areas of research, and skills building in the context of 21st-century skills all geared toward attaining the expected graduate attributes. The faculty members actively participated in professional organizations in both national and international contexts. The institution had emphasized and encouraged research activity as a core component of the program to enhance critical and analytical skills thereby acquiring competency in scholarly works, research endeavors, professional competence, and entrepreneurial skills. The college had encouraged faculty members to engage actively in conducting relevant scholarly works that advance teaching-learning excellence. The college support and promote intensified drive towards research endeavors among faculty and students that are relevant to society and contribute to the body of knowledge on the discipline. There are substantial platforms such as seminar, workshop, and training that was conducted to provide mastery and avenue for research undertaking; which may include, research writing, data gathering, data analysis, paper presentation, conference attendance, and publication in the refereed journal. To further encourage the acquisition of knowledge in areas of research, and assessment, the CCIS considers it in the performance appraisal of faculty members in the above areas. The result of performance evaluation is reflected in the faculty development program of the department. On top of the different assessment activities, the college implements other initiatives to maximize the different teaching methods. The faculty of the Information Technology program do peer consultation and sharing of the teaching strategies that they employ in class. Through the exchange of information, learned strategies are integrated into the syllabus. Consequently, the faculty undertake innovation both in their instructional material design and teaching strategies. The co-curricular activities were integrated into the learning engagement process to facilitate the student's acquisition of the required competencies and be ready for the 4.0 Industrial Revolution. The faculty members had established a method to achieve the desired learning outcomes. The assessment results that include adoptive, formative, and summative assessments are implemented and well-defined. The institution has a clear direction or guidelines that create a nexus of the academic performance of students, assessment, teaching-learning activity, program learning outcome, student learning outcome, expected performance indicator, and competency of learners. 9|Page

Faculty members are likewise involved in professional organizations, such as the Philippine Society of Information Technology Educators (PSITE), holding key roles in the achievement of its goals and objectives. The involvement of faculty members in PSITE allows the curriculum to be attuned to the industry’s needs. The competence of teachers in the science of learning, and assessment ensures that the performance of students in different formative and summative assessment tasks is rated objectively. Also, their knowledge of educational research will equip them with a deep understanding of the science and art of teaching. This leads to the attainment of the desired learning outcomes of the Information Technology program. 3. EVALUATION AND ASSESSMENT Indicator: A comprehensive system of a formative–summative evaluation of teaching and learning in the program is consistently implemented and regularly reviewed. 3.1 Describe how the students’ entry behaviors in the domains of knowledge, skills, and attitudes (KSA) are diagnosed at the start of each academic year for the program. The ACAP Center ensured that the behaviors in the domains of knowledge, skills, and attitude (KSA) were diagnosed at the start of each academic year for incoming freshmen and transferees. The OSA administers the entrance examinations and analyzes the results. The results of the diagnostic test were provided and discussed with the Dean and program coordinator of the college for the crafting of an intervention program if deemed necessary. The Program Chairperson and the Office of the Dean of the CCIS also conduct mechanisms to determine the behavior of the students based on grade report cards interviews, and recommendation letters. The diagnostic tests and measures of academic performance were sufficient. The institution validates the effectiveness of the result through the validity and reliability test of the assessment item. 3.2 Describe how the results of the entry behavior diagnoses are utilized in the formation of the students toward the desired year-end competencies in the program. The needs and potentials identified in the diagnostic tests of entry behaviors prompted the program to design, initiate, and assess specific and distinct intervention platforms. For instance, the student will be referred for counseling, to the guidance counselor of the institution if needed based on test results. 10 | P a g e

The aforementioned initiative has considerably helped students overcome their academic difficulties to the realization of the target learning outcomes per year level. The results of the students’ entry behaviors diagnoses helped facilitate the giving of proper advice to the students as regards the appropriate academic program to enroll in. The guidance advocates worked hand in hand with the College in crafting and implementing programs that would help the students develop their study habits, leadership, social and communication skills as a prelude for the students to advance in the chosen program and achieve the stated learning outcomes. The results of diagnostic tests or entrance exams were utilized to develop measures, deploy the right resources, and review, revise and improve the strategies or mechanisms to enhance the learning capabilities and competencies of the students. The CCIS is considering creating or developing a progression plan for each student related to academic achievement. The results are the basis for remedial enhancement programs and program learning objectives. 3.3 Describe how valid and reliable the summative techniques used (like examination, research, assignments, project presentation, skills demonstrations, etc.) are in measuring the degree of attainment of the desired learning outcomes of the programs. The institution has implemented policies to ensure that students’ learning assessment tools are valid and reliable. Varied types of examinations, both written and performance-based, are administered in relation to the attainment of the desired learning outcomes of the program . All these forms of assessment are supported by a Table of Specification (TOS) for an objective type of test and Rubrics detailing explicitly the criteria on how students’ performance or outputs will be assessed for a performance-based assessment task. The validity and reliability of test questions used are tested through the administration of Item Analysis which determines the difficulty index of the test conducted. For the performance-based assessments, the criteria are a simulation of how the tasks are done in the professional world. The faculty submits the assessment questions to the program chair for validation and quality reviews to ensure the appropriateness of item distribution across domains and instructions are given. Additionally, the Capstone project is guided by valid criteria formulated by the experts in the field under the support of the dean. For the lower years, the research/project component is a fixture in the class record template for all programs in the CCIS. The formulated class record template for both lecture and laboratory courses has been designed and checked by the designated chairperson. 11 | P a g e

The class record shows that forty percent (40%) is allotted for periodical exams and sixty percent (60%) is given for class standing. The portfolios, reflection essays, discussion, and recognition of students had been analyzed to determine the effectiveness of the measures of performance. The validity and reliability of the assessment scheme had been evaluated to generate data or information for the enhancement and attainment of desired learning outcomes of the program. 4. CONTINUOUS IMPROVEMENT Indicator: A tradition of continuous improvement in the teaching-learning process is very well documented in the program. 4.1 Describe how students’ records in the program are monitored from admission to graduation The institution has implemented policies to monitor students’ records from admission to graduation. Institutionally, the CCIS department and the Registrar’s Office kept records of every officially enrolled student. The faculty, program chair, and the dean monitor the student’s academic performance through the grade report and evaluation of teachers and the program chair. The CCIS Dean’s Office gathers data and conducts meetings with the Program Chairs and Faculty Members in assessing the management of all classroom activities, creating classes, assessing students’ performance, facilitating collaboration, and tracking student achievement. Through the Google classroom dashboard and faculty feedback, important information about a class, and relevant statistics on grades, are monitored. The academic consultation and feedback system track the student's progress. It facilitates identifying who among the students would require academic advising or mentoring. Furthermore, to ensure students’ qualifications for graduation, there are also guidelines set and implemented regarding the facilitation of students’ requests for special examination just so all major tests are compiled upon. This is to provide an objective assessment of students’ overall academic performance. Students can also request for rectification of grades after analysis of valid grounds when the need arises. All these policies are enforced to make certain that students’ records are monitored from admission on route to their graduation The arduous monitoring and safekeeping of students’ pertinent records have helped the institution and the CCIS in general assist students track their academic performance and in their search for employment 4.2 Describe what innovations have been adopted and evaluated to improve teaching and learning in the program 12 | P a g e

There are varied innovations and initiatives undertaken by the different programs in order to improve pedagogical competence and students’ learning. For the Information Technology program, the innovations include Microsoft, Certiport, and Huawei certifications. The faculty progress both in terms of ranking on the basis of their educational upgrading. Industry/professional performance is also monitored as it is seen to be an important variable that goes with the development of the student’s performance. Worthy of mentioning is that the institution leads the implementation of Outcome- Based Education (OBE) educational delivery system where continuous quality improvement is a requirement. This CHED-mandated reform has prompted the institution to emphatically underscore learning and desired student outcomes as the main priority in all the school’s pedagogical system and efforts. As an innovation, the CCIS has adopted Codechum, a learning management system designed to learn to program, this enables teachers to deliver quality programming classes and help improves students’ competency level in programming and problem-solving. The institution’s commitment to continuous quality improvement has resulted in collaboration and recognition from local and national international, partnerships with various stakeholders in the country, and with international institutions. 4.3 Describe the system of ensuring students’ progress in their academic pursuit including interventions implemented when necessary The institution has implemented a policy and mechanism to ensure the students’ progress in their academic pursuits. This also includes a system of implementing enhancement and intervention programs when the need arises. A mechanism to ensure the relevance of the curriculum through the regular conduct of program and curriculum review is notable through Industry Forum and review process with key stakeholders. An advisory board was created to and had provided inputs to ensure academic preparation is aligned with the requirements of the industry; thus, academic interventions are pursued and implemented. The students, the program chair, and the dean evaluate the performance of the faculty every semester. The industry-academe advisory council convenes at least once every semester to review the curriculum and give relevant updates. All the feedback gathered from these activities was used as inputs to improve the curriculum, course syllabi, and instruction delivery. The faculty members also serve as academic advisers with monitoring the student’s progress in their academic pursuits. Meanwhile. The college has also implemented a monitoring strategy for all year levels in the program. The program chair shall develop and maintain an individual academic portfolio of year-to-year student academic performance and career potentials using results of various student assessment tools, with a special focus on students at risk or those facing different types of difficulty shocks. 13 | P a g e

The CCIS department encouraged its faculty members to provide supplementary teaching and learning activity that improve academic performance and attainment of the program objective. In the learning plan, the teaching-learning activities are highlighted. The CCIS department reviews the interventions conducted to determine their impact on the academic performance of students. 5. OUTCOMES Indicator: The hierarchy of academic year-level general exit competencies arranged in complexity from the first academic year level to the last academic year is very well documented in the program. 5.1 Describe how involved were the profession/ industry representatives. The college alumni and the faculty in organizing the hierarchy of learning competencies for the program. The institution recognizes the involvement of the relevant industries, alumni, and faculty in organizing the hierarchy of learning competencies of the program. With the implementation of the OBE, all programs in the CCIS are required to meet and consult with industry partners through industry forums. The industry forum revolved around the determination of the needed competencies that students are expected to demonstrate. The CCIS has formed a group of stakeholders, which is composed of Professionals, Industry, Government, and Alumni partners as evidenced by the Memorandum of Agreement (MOA), Letter of Agreement, Institutional Partnership, and Memorandum of Cooperation. The stakeholders are very helpful not only in the revision of the curriculum but also in the formulation and finalization of the PEOs. This ensures that the program assessment process considers their needs and today’s Information Technology trends. On the other hand, it meets and taps its alumni on matters concerning the interest of the college in improving its teaching, and learning endeavors. Thus, an alumni tracer is regularly conducted to create a snapshot of the economic profile of graduates. The alumni tracer is also a means of keeping in touch with the alumni leading to their involvement in the identification of students’ learning competencies. In addition, it keeps administrative personnel, faculty, and non-teaching staff on the updates, changes, and interpretations of government regulatory bodies and statutory agencies through regular conduct of faculty and consultative meetings. As a whole, the involvement of relevant stakeholders ensures that all teaching and learning documents, frameworks, materials, systems, and activities are aligned with the interest of the stakeholders, the needs of the communities and industries, and the statements of the educational authorities both at the national and international levels. 14 | P a g e

5.2 Describe how the hierarchy of competencies of the program was validated vis-à-vis national and international requirements. The institution has put in place structures and internal practices in line with the appropriate and adequate validation hierarchy of competencies of the program versus the national and international standards. It has created an advisory council for all programs to look into the validation processes and ensure that new undertakings are compliant with national and international standards. Equally undertaken are also the curriculum mapping and curriculum review, program planning led by the dean with the program chair. CCIS keeps abreast with the CHED CMOs, as recognized as the Center of Development in IT Education in the Philippines, and PACUCOA standards as the first school in the region to attain Level III reaccredited status. Active engagement with PACUCOA where Dr. Roy Dayrit, the CCIS OJT adviser, together with the CCIS dean is an active Accreditor; hence, acquiring knowledge of international standards and practices. It becomes the basis of all its guidelines and practices such as in the course offering among others. The program’s validation of students’ competencies with the national and international standards and other similar providers has prepared SPCF students for the challenges of the professional world and society in general. 5.3 Describe how the competencies of the learners relate to the requirements and expectations of practicum/ internship/ field practice The institution has adopted policies to ensure that all programs are designed to prepare students for the professional world through a strong internship program. A three (3) units Practicum is a requirement across all programs of the CCIS. The students were prepared through the conduct of OJT/practicum orientation to ensure the readiness of students to join the actual workplace. The knowledge and skills learned by the students in the class are applied in the industries during their practicum, and in return, they obtained added knowledge and skills from the industry. The IT Practicum course is offered during the second semester of the third-year level. Implementing guidelines on monitoring and evaluating the intern’s training learning outcomes are already in place. The Practicum Coordinator monitors the performance of the students as well as their well-being during the internship period. On one hand, company supervisors also rate the level of competencies/skills the interns have acquired in the course of the company training. 15 | P a g e

The students are well-prepared before they engage in industry exposure through proper orientation and counseling activities. During these sessions, the students express their expectations of the program. After the industry experience, student interns are evaluated by the industry and they also provide feedback on their practicum experiences. In support of this mechanism, the students are engaged in seminars and related activities focusing on topics related to their field. Information Technology students are also exposed to various research activities, instruction, and community exposure to prepare them for actual industry practice. CCIS had established an advisory board intended to generate suggestions that determined the areas for improvement in the internship program ensuring the attainment of program objectives. 16 | P a g e

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