The LCCB higher education curriculum, which adopts a behavioral and humanistic approach, aims to usher to the global community prepared LCCians whose inherent characteristic to serve others and the community emanates from their conscious witnessing of the vision-mission and core values.
Instructional approaches, teaching methods, teaching-learning strategies and educational activities are creatively employed for the mastery of theories and the defined demonstration of applied skills. Along with the provision of resources and the availability of support systems, the whole educational experience of an LCCian promises him/her the acquirement of 21st century skills.
The whole educational experience of an LCCian is anchored on global, national and local socio-political, cultural and educational milieus that directly influence the teaching-learning system in the school environment.
The higher education curriculum will be sustained through continuous improvement and effective feedback system. The institution’s actions for accreditation and certification of the core processes in instruction are a collective action and institutional commitment.
The achievement of curricular outcomes for every academic program at LCCB begins with the determination of these program outcomes. The vision and mission of the College, along with the mandates of the government through the Policies, Standards and Guidelines governing a particular academic program, determines the kind of graduates LCCB is producing. The attributes of the college’s graduates are articulated and used as a foundation for the outcomes at different levels of learning.
From these, curriculum planners and developers of the college, i.e., academic deans, programs heads or subject area chairpersons of every academic program, are able to determine and describe specific sets of knowledge, skills and attitudes they envision their graduates should have possessed by the time of their completion of the program. These specific sets of competencies are detailed in the respective syllabi of every academic program. Moreover, these competencies and performance indicators served as bases of the design of academic and non-academic programs, including student support programs, faculty development, and service learning; the learning resources such as library collections and ICT facilities; and the overall school environment in general.
From the program outcomes determined by academic administrators, component competencies, i.e., performance indicators are extracted and identified to show a match between the intended program outcomes and the design and implementation of learning experiences unique of every academic program in the college. These performance indicators are detailed in the course syllabi of every program. Furthermore, these competencies are developed in specific courses of the program. Various courses will identify specific learning outcomes that will develop these specific competencies. These course outcomes are also seen in details in the professor’s syllabi.
After program outcomes have been aligned with the institutional goals and performance indicators have been articulated, curriculum mapping is undertaken to validate matching between the program desired outcomes and contents taught in the program. The process gives administrators, teachers, students and other concerned stakeholders a holistic viewpoint of how the identified program outcomes are being developed and achieved.
Curriculum maps provide program teachers to develop and revise their course syllabi. The preparation of course syllabi begins with the formulation or writing of course outcomes. A final list of course outcomes provide teachers with basis of choosing the appropriate teaching methodology, considering those that are student-centered such as simulations, experiments, problem solving, readings or critiques of documents and philosophies to name a few. From there, learning outcomes are formulated and a learning plan is constructed by a teacher. In preparing the learning plan, the teacher lays out the plans for course content, methodology, learning resources, and assessments.
As proof of achievement of course outcomes, students are required to submit or demonstrate products of learning such as original designs, plans, researches, discourses, reflection papers, projects and portfolios to name a few. The assessment processes the teachers employ may be formative or summative in nature. Because the focus of the assessment is on outcomes, examination questions administered by teachers enable the students to demonstrate deeper insights and higher order thinking skills. In employing alternative modes of assessments, rubrics are utilized after they are being communicated to the students. Engaging students in the development of assessment standards (rubrics) provides the students a more proactive role in their own learning.
To ensure that program outcomes are achieved, an illustration of the alignment between the course outcomes and the program outcomes is reflected and presented in initial early portion of the OBE course syllabi format.
In the institutional level, the college, through the Academic Affairs Office, is on the process of developing and putting in place a system of monitoring and assessing the alignment of program outcomes with the school’s Vision, Mission and Goals that underwent latest revisions in first half of the academic year 2015 – 2016.