and moscat) curriculum review frameworkcdo.ustp.edu.ph/wp-content/uploads/2017/07... · and habits...

Ruth G. CabahugChancellor, USTP CDO

University of Science and Technology of Southern PhilippinesC.M. Recto Avenue, Lapasan, Cagayan de Oro City 9000 Philippines

Tel. No. +63 (88) 856 1738; Telefax +63 (88) 856 4696

(Amalgamation of MUST

and MOSCAT)

Curriculum ReviewFramework

The Framework

USTP System Vision Mission

USTP CDO Vision

Mission

USTP CDO College

Vision Mission

USTP CDO Department

Vision

Mission

USTP CDO Academic Program

Vision

Mission

The Framework

One of the leading S & T HEIs that

train knowledge workers of

tomorrow; provide technology solutions and innovations to pressing industry and societal problems; and

stimulate industrial growth and

development.

USTP CDO

Vision

USTP System

Vision

A nationally-recognized S & T University providing the vital link between education and the economy.

The FrameworkUSTP CDO Academic Program

Vision Mission

Program Educational

Outcomes

USTP CDO Institutional

Graduates Attributes

Program Outcomes

Instructional

Systems

Assessment

SystemsStudent Learning

Outcomes

Continuous Quality Improvement

The Framework

Program

Vision

ProgramMission

In the context of “Training today the

knowledge workers of tomorrow.”

The Program Mission statement is

a concise statement of the general

values and principles, which guide

the curriculum.

Components of a Program Mission

Statement1) Primary functions or activities of the program –

most important functions, operations, outcomes,

and/or offerings of the program

2) Purpose of the program – primary reasons why

you perform your major activities or operations

3) Stakeholders – groups or individuals that

participate in the program and those that will

benefit from the program

The Framework

Structure of a Program

Mission Statement

The Mission of the Biology B.S. degree program is

to prepare students for employment in various biology-

related areas and/or for the pursuit of advanced degrees in

biology or health-related professional schools by

educating them in the fundamental concepts,

knowledge and laboratory/field techniques and skills of

the life sciences.

“The mission of (name of program) is to

(your primary purpose) by providing (your

primary functions or activities) to (your

stakeholders).” (Additional clarifying

statements)

Note: the order of the pieces of the

mission statement may vary from the

above structure.Sample

The FrameworkProgram Educational

Outcomes

USTP CDO Institutional

Graduates Attributes

Program Outcomes

How do we

envision graduates

of the Program ‘X’

years after

graduation?

Thought Leaders or

Game Changers in

Industries, business

or academe (in the

context of their

discipline/field).

Thinking and Reasoning

Communication

Collaboration

Diversity

Sustainability

Specialized Discipline

What competencies do

graduates possess right

after graduation?

In terms of Knowledge, Attitudes, Skills

and Habits (KASH) in the areas of :

Basic, Transferable and Job

Specific Skills.

(Curriculum – Subjects, Instructional and Assessment Systems)

The FrameworkProgram Outcomes

Sample POs (For BS Civil Engineering)

a) apply knowledge of mathematics and science to solve civil engineering problems;

b) design and conduct experiments, as well as to analyze and interpret data;

c) design a system, component, or process to meet desired needs within realistic

constraints, in accordance with standards;

d) function in multidisciplinary and multi-cultural teams;

e) identify, formulate, and solve civil engineering problems;

f) understand professional and ethical responsibility;

g) communicate effectively civil engineering activities with the engineering community and

with society at large;

h) understand the impact of civil engineering solutions in a global, economic,

environmental, and societal context

i) recognize the need for, and engage in life-long learning

j) know contemporary issues;

k) use techniques, skills, and modern engineering tools necessary for civil engineering

practice;

l) know and understand engineering and management principles as a member and leader

of a team, and to manage projects in a multidisciplinary environment;

m) understand at least one specialized field of civil engineering practice.

The FrameworkSample Performance Indicators (For BS Civil Engineering)

Performance Indicators are specific, measurable statements

identifying the performance(s) required to meet the outcome;

confirmable through evidence.

The FrameworkProgram Assessment and Evaluation (For BS Civil Engineering)

Program Assessment refers to one or more processes that identify, collect, and prepare data to

evaluate the attainment of Program Outcomes and Program Educational Objectives.

In the case of Program Outcomes Assessment, the defined Performance Indicators shall be connected

to Key Courses (usually the Demonstrating or “D” courses in the Curriculum map), and an appropriate

Assessment Methods (AM) may be applied. These methods may be direct or indirect depending on

whether the demonstration of learning was measured by actual observation and authentic work of the

student or through gathered opinions from the student or his peers.

../Reading Materials/Sample-Curricula-Bachelor-of-Science-in-Civil-Engineering.pdf


The FrameworkProgram Assessment and Evaluation (For BS Civil Engineering)

Program Evaluation pertains to one or more processes for interpreting the data and evidence

accumulated from the assessment. Evaluation determines the extent at which the Program

Outcomes and the Program Educational Objectives are achieved by comparing actual achievement

versus set targets and standards. Evaluation results in decisions and actions regarding the

continuous improvement of the program.

Other Methods of Program Assessment and Evaluation may be found in the CHED Implementation Handbook for

Outcomes-Based Education (OBE) and Institutional Sustainability Assessment (ISA).



The BSCE (OBE Format)

Curriculum Mapping (For BS Civil Engineering)

PROFILE OF DUTIES AND COMPETENCE OF CIVIL ENGINEER (ENTRY LEVEL)

Sample OBE Course Syllabus (For BS Civil Engineering)

The New General Education Curriculum (This shall be included in the

List of Subjects to be taught regardless of degree program)






The Framework

Instructional Systems

Assessment SystemsStudent Learning

Outcomes

These are at the subject or

classroom level, which are

addressed or reflected in the

Syllabus.

Learning

Outcomes

Assessment

System

Learning Designs

Critical/Creative

Thinking Skills

Communication

Skills

Teamwork Skills

In basic terms this means that the Types of Thinking incorporated in the

Learning Outcomes must be effectively taught through the Learning

Designs used and accurately measured in the Assessment System.

At the subject or classroom level….

The Framework

Continuous Quality Improvement

There must be a documented process for the assessment

and evaluation of program educational objectives and

program outcomes. The comparison of achieved

performance indicators with declared targets or standards

of performance should serve as basis for the priority

projects or programs for improving the weak performance

indicators. Such projects and programs shall be

documented as well as the results of its implementation.

This regular cycle of documentation of projects, programs

for remediation and their successful implementation shall

serve as the evidence for Continuous Quality Improvement

(CQI).


Who is an excellent USTP graduate? What

quality attributes does he/she possess?


Communication

Diversity

Collaboration

Sustainability


USTP Institutional Graduate Attributes

Note: These attributes are adopted from California State University – East

Bay.


A graduate of USTP will be able to think critically

and creatively; and apply analytical and

quantitative reasoning to address complex

challenges and everyday problems.

Success in all disciplines requires creativity and skills in inquiry and

analysis that expand the understanding of the world and generate

solutions to professional, personal, and civic problems. USTP graduates

must be competent in identifying problems, accessing information,

differentiating and evaluating theories and ideas, analyzing data, making

reasoned decisions, and transforming ideas or solutions into new forms.

Thus, critical thinking practices - - creative, analytical, and quantitative - -

act synergistically to form the foundation for all of the other learning

outcomes or attributes.



Communication

A graduate of USTP will be able to communicate

ideas, perspectives, and values clearly and

persuasively while listening openly to others.

Developing strong oral, written, and creative communication

skills is an important learning outcome for USTP graduates

because these skills are fundamental to active participation in a

democratic society and to achievement in professional life after

graduation. Communication implies an exchange between two or

more people, so communication is about expressing one’s own

ideas, perspectives, and values as well as understanding the ideas,

perspectives, and values of others.



Diversity

A graduate of USTP will be able to apply

knowledge of diversity and multicultural

competencies to promote equity and social justice

in the community.

USTP students come from and return to an increasingly diverse society;

therefore, students need the knowledge, skills and dispositions to

successfully contribute to the creation and maintenance of inclusive and

just communities. USTP graduates should be able to recognize and

understand the rich and complex ways that group and individual

differences and interactions impact self and society. They will develop the

capacity to interact openly and respectfully with individuals across the full

range of human diversity including race, ethnicity, religion, gender, sexual

orientation, age and ability.



Collaboration

A graduate of USTP will be able to work

collaboratively and respectfully as members and

leaders of diverse teams and communities.

Working with others is an essential component of USTP

experience. Students work as teams on class assignments,

on service learning projects, in student organizations, in

campus service departments and elsewhere on campus.

Collaborating with others, working in teams comprised of

diverse members, and assuming leadership roles are

essential in the workplaces and communities, so it is critical

that USTP graduates master these skills.



Sustainability

A graduate of USTP will be able to act responsibly

and sustainably at local, national, and global

levels.

Possessing the knowledge, abilities and dispositions that

enable USTP graduates to act responsibly and sustainably in

their personal and professional life is imperative. Through

ethical behavior based on an understanding of how individual

choices and actions affect society, USTP graduates can help

build a sustainable future that ensures environmental

integrity, economic vitality, and a just society for present and

future generations.




A graduate of USTP will be able to demonstrate

expertise and integration of ideas, methods, theory

and practice in a specialized discipline of study.

A central element of USTP experience is the opportunity to gain a depth

of knowledge in a chosen field of study. Expertise in a specialized

discipline affords USTP graduates the opportunity to master the

terminology, theory, methods, tools and applications of a particular

subject area, preparing graduates to contribute to the development of

new knowledge and applications that address complex issues in society

and in one’s chosen profession. Disciplinary knowledge – integrated with

a broad understanding of the arts, sciences, and technology – contributes

to critical and creative approaches to solving the problems confronting

the world today and in the future.



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