the graduate studies handbook

DMMMSU-College of Graduate Studies Agoo Center … creating possibilities|

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By Way of Preface

This Graduate Studies Handbook is a living testament of the university’s

commitment towards making a difference in the quality of its graduates.

This is a handbook every member of the Don Mariano Marcos Memorial

State University College of Graduate Studies must have. It serves as a vital

resource to all graduate faculty and graduate students concerning the academic

requirements and the policies and procedures in the administration of Graduate

Education in the university. The information in this guide will help students know

what to expect and what is expected of them. It shall also guide the CGS

administration, faculty, and advisers in providing a supportive environment for

success during their students’ graduate studies.

All graduate faculty and graduate students must read to the letter the

information written in this guidebook and discuss with each other the

expectations and responsibilities of both students and faculty. Each student

should become familiar with the material pertaining to his or her degree program,

and, together with a faculty adviser, make certain that the chosen program of

study complies with all regulations, policies, procedures, and deadlines. Doing so

will contribute to program quality, improve student and faculty relationship,

enhance student completion, and shorten students’ time to finish the degree.

For the college staff, reading this guide will provide important

background to use in advising faculty and students who solicit assistance in

resolving problems.

Section 1 is a general description about graduate education at the

university - expectations, responsibilities, and how-to’s to make graduate studies

a rich and meaningful experience including a description of The College of

Graduate Studies, the vision, mission, goals and objectives of the college and the

different programs, and its Academic Policy Committee, faculty and staff

directory, and other matters about graduate education. Section 2 describes the

policies and procedures pertaining to the general academic requirements and

provides a detailed outline of requirements for the master’s and doctoral degrees.

Section 3 describes procedures in seeking accreditation of other trainings earned

outside of the university and other benefits that can be claimed from enrolment in

the university. Section 4 covers the Student Body Organization Mutual Aid Fund.

Section 5 lists the itemized fees when enrolling in the different programs. And

Section 6 outlines the parts and quick guides in writing the thesis/dissertation.


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It is hoped that through this handbook, basic facts about Graduate

Education at DMMMSU and other pertinent information will have been provided

to guide the graduate student in his stay in the college. For questions related to

particular programs or areas of concentration jot addressed in this handbook, it is

advised to consult your Curriculum Adviser, Program Coordinator, or the Dean.

As you become part of the DMMMSU-College of Graduate Studies, the

challenge is for everyone to take active part in the evolution of a graduate school

that has the passion, character, and spirit to develop individual entities,

communities, and humanity.

As has been our mantra, together, let’s create possibilities….

Emmanuel J. Songcuan Dean


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TABLE OF CONTENTS

By Way of Preface

ii

Statement of Purpose

1

Graduate Program Offerings at DMMMSU

17

Brief History of DMMMSU

18

DMMMSU-CGS: A Historical Perspective

21

Section 1: General Orientation on Graduate Education at DMMMSU

25

Section 2: Academic Policies and Procedures in the Administration

of Graduate Programs

41

Section 3: Accreditation of Trainings, Workshops,/Seminars.

Expereinces for Credit in the Graduate Program

60

Section 4: SBO Mutual Aid Fund Guidelines

63

Section 5: Schedule of Fees

65

Section 6: Thesis and Dissertation Format

67

Final Note

69

DMMMSU Board of Regents

70

DMMMSU-CGS Agoo Administration

71


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Don Mariano Marcos Memorial State University

COLLEGE OF GRADUATE STUDIES

Agoo, La Union

STATEMENT OF PURPOSE

Without a philosophy, no sense of living;

Without a vision, no sense of existence;

Without a mission, no sense of fulfillment;

Without goals, no sense of direction;

Without objectives, no sense of achievement.

UNIVERSITY PHILOSOPY

DMMMSU aims at the development of man in its totality, with a critical mind

and appropriate technology to adapt to his environment and contribute to the

balanced growth and progress of the society it serves.

UNIVERSITY VISION

A distinct center of excellence in human, material, and natural resources

development, globally relevant and competitive, and focused on responsible

citizenship, sustained economic growth, and improvement of the quality of life of

the Filipino.


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UNIVERSITY MISSION

The University shall provide advanced instruction in the arts, agriculture,

forestry, fisheries, engineering, and natural sciences as well as in technological

and professional fields; to promote research, and engage in extension works.

UNIVERSITY GOALS

DMMMSU shall lead in transforming human resources in the rural agro-

industrial based areas into productive, self-reliant countryside leaders for regional

development through quality education.

COLLEGE OBJECTIVES

DMMMSU-College of Graduate Studies shall endeavor to fulfill the following

objectives:

1. To develop competent human resources in the different disciplines with the

needed expertise and leadership to support the national and regional

development thrusts.

2. To develop a high sense of patriotism and desirable values in the

professional to become a dynamic agent for sustainable development.

3. To engage in training, research, development, and extension activities

congruent to national, regional, and university thrusts.

4. To develop highly-qualified and innovative professionals and entrepreneurs

who shall contribute in the socio-economic growth of the region and the

country.


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GENERAL OBJECTIVES OF THE GRADUATE PROGRAMS

Doctor of Philosophy

1. Provision of continuing and advanced professional development for MA/MS

graduates, high-level administrators, and teachers imbued with the Filipino

culture and values and adaptive in a global society.

2. Institution of leadership in the field of education and administration for the

development of quality human force in the service area and the country.

3. Development in the human resource the culture of research, development,

and extension service (RDE).

Master of Arts/Sciences

1. Provision of advance development of school administrators, curriculum

specialists, pedagogy experts, and other highly-motivated professionals who

are imbued with the Filipino culture and values and responsive to

globalization and change.

2. Demonstration of understanding of theories and concepts in the professions

through the development and use of management approaches, models,

strategies, and techniques.

3. Promotion of knowledge, skills, and attitudes in research, development, and

extension that benefit the service communities and other clienteles.


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SPECIFIC OBJECTIVES OF THE GRADUATE PROGRAMS

Doctor of Philosophy in Educational Administration

1. To enhance the capability and values of high level school administrators and

other professionals towards sustaining quality governance and administration

amidst the increasing complexity of managing agencies/organizations.

2. To serve as a laboratory of innovations in governance and management and

produce leaders in education and other fields of administration.

3. To engage in research, development, and extension service towards

improving the quality of organizations and the quality of life in communities.

Doctor of Philosophy in Science Education

1. To empower science educators with knowledge, processes/skills, attitudes,

and values to adapt with the fast changes in science and technology.

2. To produce science educators who could institute effective management and

governance of science programs and develop a dynamic science and

technology culture for Filipinos.

3. To develop the skills and capabilities of science educators in implementing

research, extension, and developmental activities.

Doctor of Philosophy in Mathematics Education

1. To produce globally competitive mathematics teachers equipped with

knowledge, skills, attitudes, and values needed to respond to the demands of

a rapidly changing society.

2. To provide leadership in the region and serve as a laboratory of innovative

mathematics instruction.

3. To enhance the research, development, and extension capabilities of the

graduate students in order to generate knowledge and help uplift the quality

of life in the service communities.


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Master of Arts in Educational Management

1. To provide advanced training to educational managers who have the

knowledge, skills, attitudes, and values and are responsive to the changing

needs of the education sector.

2. To produce school administrators who possess vision, leadership skills, and

managerial competencies.

3. To equip the professional with research and extension skills that would

enable him to improve educational practice and management.

Master of Arts in Science Education

1. To equip graduate students with science concepts, processes, skills, and

values necessary for better instructional delivery and management of people

and environment.

2. To produce scientifically literate citizens, and leaders who use the

achievements of science for the benefit of mankind.

3. To provide knowledge, skills, and competence in science education

specifically for teaching, research, and extension/community service.

Master of Arts in Mathematics Education

1. To produce committed mathematics teachers equipped with mathematical

knowledge, skills, attitudes, and values relevant in the improvement of the

quality of human life.

2. To develop scholars, researchers, and leaders committed in the development

of Mathematics education.

3. To produce students who assume responsibilities in contributing to social

transformation through research and extension.


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Master of Arts in Guidance and Counseling

1. To enhance knowledge, skills, and practices in the use of appropriate tools

and techniques towards understanding human weaknesses and making

sound judgments and decisions in guidance and counseling.

2. To develop guidance counselors who have leadership skills in instituting

relevant guidance and counseling programs that would improve the quality of

human life.

3. To train students to conduct researches that would improve guidance and

counseling practices/outputs and extend services that benefit communities.

Master of Arts in Special Education

1. To provide advanced knowledge and skills needed in identifying different

categories of exceptionalities and in applying appropriate measures of

intervention.

2. To produce teachers and leaders capable of designing and implementing

SPED programs and projects in collaboration with other agencies and

advocacy groups.

3. To promote trainings, research, and extension activities along the field of

specialization that empower the service communities and target clienteles.

Master of Arts in Physical Education

1. To enhance the leadership capabilities, teaching skills, and knowledge of

Physical Education teachers in conducting and organizing physical education

and sports activities.

2. To develop top-level and competent physical education coordinators,

supervisors, sports managers, and other sports professionals.

3. To contribute in promoting and upgrading sports and physical education in

the region and the country through the conduct of relevant research,

development, and extension activities.


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Master of Arts in Language Teaching

1. To provide knowledge, skills, attitudes, and values as well as pedagogical

approaches, techniques, and materials that enable the language teacher to

respond to the local and global needs of learners.

2. To develop language teachers’ classroom management techniques as well

as their skills in designing and managing language programs.

3. To develop the language teachers’ capability in conducting researches and

extension activities that benefit service communities.

Master of Arts in Teaching Music

1. To strengthen the professional’s cultural background and appreciation of

the arts that intensify passion for music education.

2. To develop instructional skills and competencies in the professional as

well as leadership qualities that will upgrade music education in the

respective communities.

3. To deepen the professional’s enthusiasm in producing creative works,

and conducting research and extension activities along music education.

Master of Arts in Teaching Home Economics

1. To equip the graduate students with various competencies, values, and

skills, as well as well instructional methods, techniques, and technologies

that contribute to effective teaching and learning.

2. To provide functional and practical assistance to graduate students and other

clienteles in their operations, planning, and implementation of instructional

programs/activities and management of small business enterprises.

3. To solve various problems in home economics including HE administration

and supervision through research and extension activities.


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Master in Development Administration

1. To develop the technical and professional capability, competence, skills, and

values of leaders and workers in translating broad national development

policies into planning, implementing, and managing specific programs and

projects.

2. To provide leadership in the region and develop models, programs, policies,

strategies, and other innovations on administration for quality service

delivery.

3. To build up the professional’s research and extension capabilities and skills

in the management, translation, and packaging of policies and technologies.

Master of Arts in Human Resource Development and Planning

1. To provide for a quality, relevant, and effective graduate program that

promote national identity, cultural consciousness, moral integrity, and

spiritual grounding.

2. To develop competent professional human resource officers and leaders who

contribute to national and regional development.

3. To engage in research and development as well as extension/community

service in order to respond effectively to the needs of people and improve the

quality of human life.

Master/Master of Science in Biology

1. To develop critical thinking and independent research skills towards the

advancement of knowledge in biology.

2. To provide professional leadership in specialized areas of biology.

3. To engage in research, development, and extension activities that contribute

in better understanding and improvement of life.


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GRADUATE PROGRAM OFFERINGS AT DMMMSU

A. Agoo Center

Doctoral Programs Doctor of Philosophy in Educational Administration Doctor of Philosophy in Science Education

Doctor of Philosophy in Mathematics Education

Diploma/Master’s Programs Diploma/Master of Arts in Educational Management Diploma/Master of Arts in Science Education Diploma/Master of Arts in Mathematics Education Diploma/Master of Arts in Guidance and Counseling Diploma/Master of Arts in Special Education Diploma/Master of Arts in Physical Education Diploma/Master of Arts in Language Teaching Diploma/Master of Arts in Teaching Music Diploma/Master of Arts in Teaching Home Economics Diploma/Master in Development Administration Diploma/Master of Arts in Human Resource Development and Planning Master/Master of Science in Biology

B. San Fernando Center

Doctoral Programs Doctor of Philosophy in Technological Education Management Doctor of Philosophy in Development Administration

Master’s Programs

Master in Development Administration Master of Arts in Technological Education

C. Bacnotan Center

Doctoral Programs

Doctor of Philosophy in Agricultural Education Doctor of Philosophy in Extension Education


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Doctor of Philosophy in Agricultural Science (Major in Plant Science and Animal Science)

Master’s Programs

Master of Science in Agricultural Education Master of Science in Agronomy Master of Science in Animal Science Master of Science in Rural Community Development Master of Science in Sericulture Master of Science in Agroforestry Master in Forestry (Non-Thesis) Master of in Rural Community Development (Non-Thesis) Diploma in Forestry (1 year)


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A Brief History of DMMMSU

The Don Mariano Marcos Memorial State University started as small

agricultural high school known as the La Union Agricultural School (LUAS)

started by virtue of R.A. 2692 on June 18, 1960. Eight years later, it was

converted into an agricultural college called the Don Mariano Marcos Memorial

College of Agriculture by virtue of R.A. 5310, in memory of the late Don Mariano

Marcos who met his untimely death within the vicinity of the main the campus of

the University. On December 10, 1974, the late President Ferdinand E. Marcos

signed P.D. 615 converting the DMMMCA into a state college. On April 12, 1979,

by virtue of P.D. 1617, the Balaoan School of Fisheries in Paraoir, Balaoan, La,

Union was integrated into the Don Mariano Marcos Memorial State College

(DMMMSC).

After seven years of being a state college, the Don Mariano Marcos

Memorial State University was established to provide advanced instruction in the

arts, agriculture, fishery, engineering, and natural sciences as well as in other

technological and professional fields, promote research, and engage in extension

work. Presidential Decree 1778 issued by then President Marcos on January

15, 1981 integrated five (5) colleges namely: the Don Mariano Marcos Memorial

State College (DMMMSC) as the main campus; (2) the La Union of Arts and

Trades (LUSAT) in San Fernando founded in 1907, as its College of Engineering

and Technology; and (3) the Southern Ilocos Polytechnic States Colleges

(SIPSC). SIPSC which is the base college in the southern La Union was created

by P.D. 1179 in July 28, 1977 that earlier integrated the Southern La Union

National High School in Agoo, the Sto. Tomas Colleges of Fisheries, and the

Rosario National Agriculture School in Rosario, La Union and reconstituted into

the Colleges of Arts and Sciences, the College of Fisheries, and the Colleges of

Agriculture, respectively. Meanwhile, the Community Colleges of La Union

(CCLU) in San Fernando was identified as the College of Liberal Arts and (5) the

Sapilang Elementary School, formerly under the Department of Education,

Culture, and Sports (DECS), was integrated into the main campus as its

Laboratory Elementary School.

Dr. Bienvenido P. Agpaoa became the first Don Mariano Marcos State

University President until his untimely death on October 3, 1988. His stewardship

was defined by massive academic and infrastructure development. He was

succeeded by Dr. Manuel T. Corpus, the former President of the Cagayan State

University who was formally installed in a turnover ceremony as the second


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DMMMSU President on February 18, 1989. During the interim period from Dr.

Agpaoa’s death and Dr. Corpus’ assumption into office, the University was

managed by Dr. Pablito G. Picardal, Vice President for Administration as Officer-

in-Charge.

When Dr. Manuel T. Corpus assumed the Presidency, the mandate was

clear for him. The University must be responsive to the needs, problems, and

concerns of the constituents and community. The University’s trek towards

modernization and computerization was reflective of his grasp of the advent of

Information Age, and its necessity in an educational institution. He restructured

the University in 1993 in accordance with Six-Year Development Plan (1993-

1998). It was reorganized into three major campuses namely: North La Union

Campus in Bacnotan as the main campus, Mid-La Union Campus in the City of

San Fernando, and South La Union Campus in Agoo.

Two other operating units also catered the instructional function of the

University: (1) the Graduate College based in the City of San Fernando with

centers at the North and South La Union Campuses, and (2) the Don Mariano

Marcos State University Open University System (DOUS) which was created by

virtue of BOR Resolution No 98-024 on March 26, 1998.

The University has 69 regular academic programs broken down into six (6)

post-graduate programs in Philosophy and Education, 23 master’s degree

programs, and 60 undergraduate degree programs. It has 65 specialization

areas, nine (9) post-secondary non-degree programs, a laboratory program for

both the secondary and elementary levels, eight (8) evening opportunity classes

that cater to the out-of-school youth, and DOUS which provides curricular

offerings from the graduate level to include two (2) Master’s degree, one (1)

Bachelor program, and Certificates in Early Childhood Education, Teaching, and

Entrepreneurship.

On July 14, 1999, Dr. Dionisio Gat Ducusin was appointed as the third

DMMMSU President for one and a half years serving the unexpired term of Dr.

Corpus.

On January 10, 2001, Dr. Ernesto R. Gapasin assumed his post as the fourth

DMMMSU President. Under the stewardship of Dr. Gapasin, a dynamic and

development-oriented leader, DMMMSU made its rightful place among the best

and finest institution of higher educations in the country.

Shortly after Dr. Gapasin’s retirement, then Vice-President for Research and

Extension, Dr. Florentina S. Dumlao served as Officer-in-Charge of the University


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until the appointment of the fourth DMMMSU President in the person of Atty.

Benjamin P. Sapitula in July 2011. Dr. Sapitula is the incumbent president to

date and in his short stint, he has made DMMMSU land as one of the CHED-

adjudged Leading Institutions of the country.


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DMMMSU-College of Graduate Studies- Agoo

A Historical Perspective

Pre-DMMMSU: The Humble Beginning

PD 1179 mandated the creation of Southern Ilocos Polytechnic State

College (SIPSC) which offered baccalaureate and graduate education.

The Graduate Studies (GS) served as the apex of learning in the

University under the Advanced Education Program. Graduate education in Agoo

Campus started as early as June 1979 through an Office Memorandum of then

SIPSC President Dr. Rufino S. Eslao as a program for faculty development of the

newly created SIPSC. The teachers/instructors then urgently needed

professional growth to suit the qualifications needed for a Higher Education

Institution. Likewise, the GS provided graduate education to elementary and

secondary teachers, principals, and supervisors in the service area. The South

La Union Campus (then the seat of SIPSC) offered Master of Arts in Teaching

Elementary Education (MATEA) by virtue of Memorandum 1978-79 on June 23,

1978.

Board Resolution No. 1-78 formalized and implemented the operations of

Graduate School. Under Memorandum 1978-15, the college offered Master of

Arts in Educational Management (MAEDM) (Plan A and B); Human Resources

Development and Planning (HRDP); and Mathematics Education (MAME).

Graduate Education in DMMMSU

On January 15, 1981 the Southern Ilocos Polytechnic State College was

merged with other educational institutions in La Union to become the Don

Mariano Marcos Memorial State University by virtue of PD 1778 with its first

president, Dr. Bienvenido P. Agpaoa. It has a mandate to provide advanced

instruction in the arts, agriculture, forestry, fishery, engineering, and natural

sciences as well as in the technological and professional fields to promote

research and engage in extension work.

Thus, all academic programs, both graduate and undergraduate, were

absorbed by the University as academic programs including those under the then


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SIPSC and later renamed as DMMMSU-College of Arts and Sciences

[DMMMSU-CAS]. The Graduate School continued to operate under the

auspices of the new University administration. The unprecedented change of the

College to a University did not dampen the spirit to develop, design, and institute

new curricular programs. New specializations were designed, approved. and

offered in the Graduate School.

The initial courses offered were Master of Arts degrees in Science

Education [BR No. 83, s. 1980]; Mathematics Education [BR No. 82, s. 1980];

Educational Management and Human Resource Development and Planning [BR

No. 81, s. 1980]; and Teaching Music [BR No. 261, s. 1980]. The first group of

graduates in 1980 was composed of five Master of Arts in Educational

Management.

In 1985, the Master in Development Administration [MDA] was approved by

virtue of BR No. 256-84. An added provision to the resolution was to award a

Certificate in Development Administration [CDA] after finishing 24 units of the

prescribed curriculum. In 1988, Master of Arts in Special Education [MASpEd]

and Language Teaching [MALT] were approved by virtue of BR No. 419-88.

In 1994, the first doctoral program, Doctor of Philosophy in Science (PhD

SciEd) Education, was approved through BR No. 94-482-A. In 1995, Master of

Arts in Guidance and Counseling was approved through BR No. 95-013-A. In

1998, Doctor of Philosophy in Educational Administration [EdAd] and Master of

Arts in Physical Education [MAPE] through BOR No.98-004 became operational.

These programs were approved during the incumbency of the then president, Dr.

Manuel T. Corpus

Periodically, the curricular programs underwent reviews, revisions, and

enrichment as well as the offering of new programs relevant with the changes

and needs of the human resource in the service area and in the region. During

the term of Dr. Ernesto R. Gapasin, the MAPE program was subsequently

revised through BOR 2000-36. At the onset of the new millennium, Master of

Arts in Teaching Home Economics [MAT-THE] was offered by virtue of BR No.

2000-36.

Administratively, the University kept on soaring and growing, thus, the

renamed Graduate School also developed. Board Resolution No. 95-034 on

June 1, 1995 created a dynamic change in the administration of the College.

The three Graduate Schools in the three Campuses of the University were

merged as a composite unit of MLUC under the administrative supervision of


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then Campus Chancellor Dr. Ernesto R. Gapasin and academically headed by a

Dean. The dean was backstopped by an associate dean designated in each

Center - Agoo, San Fernando, and Bacnotan - which strongly coordinated to

evolve into distinct centers of advanced education in the three major campuses -

SLUC, MLUC, and NLUC.

In its search for identity, the College underwent another dynamic change

in its organizational set-up. Board Resolution No. 98-023 authorized the College

for another re-organization, setting itself as an autonomous operating unit under

the Office of the University President. The change made the Center as one of

the three operating units of the Graduate College and manned by an Associate

Dean who is under the administrative supervision of the College Dean.

On June 14, 2001, the Graduate College Organizational structure, approved

through BOR No. 2001-138, instituted the GC Dean to be at par with the

Chancellors of the Campuses and the Associate Deans are recognized as

members of the University Administrative Council.

The Graduate College-Agoo continues to carve its niche in the region in the

country and has made a name when it comes to offering advanced education. All

these developments and achievements were brought forth through the dynamism

of service and leadership in the charge of Deans/Associate Deans namely: Dr.

Remigio S. Aquino, first dean, 1979-1981; Dr. Lucia E. Domondon,1982-1986;

Dr. Amelia O. Bacuñgan,1987-1988; Dr. Felomina D. Eslao,1989-1996; Dr.

Grace D. Runas,1996-2009; Dr. Remedios C. Neroza, 2009-2013; and Dr.

Emmanuel J. Songcuan, 2013-present.

Change in the GC organization was inevitable. The Graduate College

underwent another organization scheme within the context of BOR Resolution

No. 2005-22 that paved way for Campus Vertical Institution of Graduate

Programs. This is in line with the DMMMSU Rationalized Organizational

Structure. The resolution highlighted the return of the Graduate Programs in the

respective campuses of the University wherein the GC programs of Agoo and the

other Centers were under the administrative lookout of each of the three

campuses.

In a Presidential Memo issued by Dr. Ernesto R. Gapasin on December

29, 2006, the GC resources (human, material, and financial) was transferred to

the campuses and was implemented effective January 9, 2007. The college was

also renamed as the College of Graduate Studies (CGS).


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The College of Graduate Studies: The University’s Seal of Quality

Performance

As a testament of the Graduate Studies quest for quality assurance, it was

evaluated as one of the top 10 Superior Advanced Educational Institutions in the

country by CHED-Evaluation of Graduates Education in the Philippines (EGEP)

in October, 2003 and the only Superior Graduate Education institution in Region

I.

The GS-Agoo Campus underwent series of accreditation. It underwent

voluntary accreditation and was awarded Level I status on December 7, 1995

and subsequently awarded Level II on June 27, 1996 and Re-Accredited Status

on July 30, 1999 by AACCUP. On February 15, 2006, it received the AACCUP

Second Resurvey Level III Accreditation (Phase I) and qualified for Level III

(Phase 2) last August 30, 2007. In the current year, the revitalized College of

Graduate Studies makes a bid for Level IV (Phase-I) Accreditation.

THE CGS Accreditation Trail

Level

Accreditation Status Actual Visit Awarded

I Voluntary Accreditation February 28 – March 1, 1995

December 7, 1995

II Formal Survey June 16 -18, 1996 June 27, 1996

Reaccredited status March 11-14, 1999 July 30, 1999

III-1 Second Resurvey Visit (Level III – Phase 1)

January 26-28, 2006 February 15, 2006

III-2 Level III – Phase 2 August 30, 2007 September 13, 2007


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Section 1

GENERAL ORIENTATION ON GRADUATE EDUCATION AT DMMMSU

Introduction

The College of Graduate Studies is the apex of education at the Don

Mariano Marcos Memorial State University. It is the bastion of the university’s

ideals towards the refinement of man and the society. It serves as a leader

institution and a catalyst of change, transformation, and development of

professionals and communities.

Graduate Education at DMMMSU has a mandate to provide advanced

instruction and educational experience in specific fields of specialization in order

to develop a high level of knowledge, skills, and competencies among

professional. At DMMMSU, graduate students get to imbibe the vision, values,

and ethos of the institution which lay the foundation for continuous learning and

career growth. The DMMMSU graduate education experience trains the

professional to work independently and collaboratively with others and to make a

difference in the society that truly marks the DMMMSU graduate.

This document outlines the expectations for graduate students, faculty,

and advisers towards understanding the letter and spirit of DMMMSU Graduate

Education and experiencing the best practices of the college and university. And

while experiencing the brand of education offered at the college, both faculty and

students are challenged not only to excel and pursue scholarly pursuits in their

respective fields but also to take leadership initiatives and create innovations.

Such endeavors are necessary for the successful attainment of the goals of the

graduate college and for realizing the vision and mission of the university, that is,

becoming a university with a class of its own, yet, sensitive and responsive to the

needs and aspirations of the local communities it serves and to the bigger global

community.


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The Graduate Programs

The different graduate programs at DMMMSU offer advanced level of

education in the specific areas and disciplines. Students go through varied and

stimulating learning experiences as they interact with professors, education

experts, and other professionals via residency-based learning modality and

through other alternative and technology-driven means of acquiring knowledge

and skills and other attributes.

Courses at CGS-Agoo are regularly reviewed in order to keep abreast

with recent trends and issues affecting specific fields of interest and to provide

relevant concepts and techniques that prepare the graduate student to become a

better professional. With such objectives, the different courses (foundation,

major, minor, and cognate subjects) expose the student to a range of curricular

and extra-curricular activities as well as various course works, projects, research

requirements, and outreach activities that hone competencies, enrich the

graduate experience, and inculcate the values of excellence, scholarship,

service, and professionalism.

Moreover, graduate education at DMMMSU aims to cultivate the

discipline and scholarly spirit towards discovering new knowledge, refining

systems, facilitating processes, and acquiring skills and behaviors in the conduct

of projects and researches. Through their research experiences and interactions

with faculty and peers, students should learn good research practices, theories,

and methodologies appropriate to their chosen fields of study. In addition,

students should also engage with community work and other services that gives

more meaning in the practice of the profession and in contributing to the

development of communities.

Graduate work at DMMMSU is also distinct as it pursues quality and

excellence measured against benchmarks and standards of the field. Research

takes a focal role in the graduate studies where students must make a relevant

contribution. It is also expected that the student’s research work must have

breadth and depth and must articulate the emerging trends and needs of the

profession and discipline vis-a-vis the student’s field of interest and career.

Given such expectations of the graduate student, the college provides a

mechanism for scaffolding and accelerating the completion of a degree. The

graduate student is encouraged to start the process of thesis and dissertation

writing early in the program. The college provides research guidance to the


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students through their professors, a graduate adviser and several committees

who help in the conceptualization until the writing and publication of the thesis

and dissertation.

The Graduate Student

The nature of graduate studies education is unlike undergraduate

education which usually has its focus in the acquisition of diploma to practice a

profession and which requires constant monitoring and guidance to the student.

Graduate education requires heavy academic work and arduous scholarly

pursuits including strings of extension work to apply the gains of graduate

studies. Such requirement necessitates every student to possess high level of

motivation and right attitude towards learning and service, possessing a genuine

love for knowledge with an overarching goal of serving humanity and contributing

in its advancement.

While one’s purpose of pursuing graduate studies may be developing a

career, such goal must be aligned towards the desire for upgrading

competencies and skills in order to become a better professional - not simply for

earning academic units and degree for the sake of promotion. Students must fully

understand that career opportunities and development come from fully equipping

oneself with skills and competencies, professionalizing oneself deserving of

respect from peers, and making a genuine contribution. These attributes spell

the difference of those who succeed in their career and those who do not.

Along this objective of graduate schooling, the graduate programs have

the task of admitting only those who have high motivation for graduate work.

The Graduate Admission Committee (GAC) should assess not only whether the

applicant meets the scholastic requirement but also whether an applicant has the

right attitude and motivation for scholarly pursuits. He also must understand the

rigor, discipline, and responsibilities required in the graduate school including

making relevant contribution in the field and in the community. Proper counseling

and redirection must be provided, if necessary, before a student is admitted for

graduate studies at DMMMSU.

Once admitted in a program, the student should receive regular feedback

of his performance and progress. The Graduate Program Committee (GPC),

through the Curriculum Adviser (CA), should monitor the students and


25

communicate clearly, in writing and in a timely manner to appropriate committees

and offices, if a student needs to remedy deficiencies, to be redirected to another

program, or to terminate the student’s contract with the graduate school.

Moreover, graduate students are expected to have some level of

maturity and conscientiousness in assessing their own progress and

achievement, and seeking meeting with their GPC for their program-related

concerns. Graduate students also should recognize that the graduate degree is

not a matter of simply appearing in the classes, but on actively participating and

shaping the classroom teaching and learning, as well as co-constructing

knowledge with their professors and other scholars. Issues and concerns of the

society must be brought into the classroom to be dissected and offered solutions

and must be fed back and applied in the different sectors of the society. Such

practices enrich the graduate experience and pave the way in the making of a

professional.

The Curriculum Adviser

For most part of the student’s academic life, the Curriculum Adviser,

usually a major professor, provides a critical role in providing the first base of

guidance and direction to the student in the graduate studies. The CA is

responsible for orienting the students under the program (especially the new

students and transferees), forming the Graduate Program Committee for each

graduate student, evaluating each student’s records for possible deficiencies

every term especially those under probation, and convening the GPC for

necessary actions to be taken or any concern about a graduate student.

Likewise, the CA is responsible in forming the Oral Examination

Committee (OrEC) when a student is already in the thesis/dissertation writing

stage. The CA looks for experts in the university and in other schools and

agencies whose specialization, researches, and publications match the student’s

research topic and endorses three (3) possible advisers chosen by the student

for the Dean’s final approval. For the diploma program, the CA approves the

special project/action research/ and/or other similar undertakings required by the

program and supervises the same towards its successful completion and

compliance to program requirements.


26

The Graduate Program Committee (GPC)

The Graduate Program Committee serves as an advisory group of each

graduate student. Once formed, the GPC (led by the Curriculum Adviser who

acts as the Chair) provides additional guidance to the student throughout the

latter’s academic life in the college. The GPC should be aware of the student’s

scholastic standing and research potential and periodically review the student’s

progress. Students should be aware of the composition of their GPC and are

encouraged to meet regularly with the committee, whether as a group or

individually, even on an informal or casual basis during luncheon encounters.

Such meetings can broaden the student’s perspectives that may help in the

academic life of the graduate student and in shaping the student’s research

objectives.

In addition, the GPC members may serve on examination committees or

be asked to recommend action for a student having academic difficulties and

other concerns. Likewise, in cases of conflict between the graduate student and

adviser, the GPC often is asked to arbitrate. All of these duties should be

discharged thoughtfully, with the student’s best interest in mind.

The Graduate Adviser

Upon presentation of a plan of study that starts the process of the

student’s thesis or dissertation, the College Advisory Committee (composed of

Program Coordinators, Curriculum Adviser, program specialists, and senior

faculty members assembled during a title defense) evaluates and approves Title

Proposals. Once a title is approved, the committee endorses the student to the

Curriculum Adviser who shall help the student in scouting for possible adviser

and forming the student’s Oral Examination Committee (OrEC) for approval of

the Dean. It is emphasized that the basis of selection for an adviser and later, the

OrEC membership, must be based on the expertise of the individual members,

and in consonance with the policy set on the number of advisees and panel

membership.

Once an adviser has been selected for a student, the student and the

adviser meets. It is critical that a good match and relationship between the

adviser and student be established. It is the adviser who acts as the student’s


27

mentor, shaping the student’s values and understanding of research. Thus, the

selection of an adviser must be considered carefully and guided by the students’

research work. During the initial meetings, both the graduate student and adviser

should fully discuss their research goals, their mutual interests, the compatibility

of their work habits and personalities, their timelines and availability, and the

career goals of the student to ensure the successful completion of the

thesis/dissertation. Where the matching between the two is an issue, such

should be communicated to the Curriculum Adviser for reconsideration - but only

when major differences cannot be fully resolved.

Once the adviser-advisee contract has been made, it is the adviser’s

responsibility to guide the student through what may be the student’s first

scholarly research experiences and to constructively critique the student’s

research outputs. The graduate adviser must guide and evaluate the student’s

research plan and provide the necessary assistance and resources to give

direction to the student’s research study. It is the responsibility of the adviser

and student to meet frequently enough to achieve these goals. As a mentor, the

adviser should NOT spoonfeed the student or write the thesis/dissertation.

Neither should he let the student wallow in his research activity without sufficient

input and assistance. The terminal objective of conducting and writing the

research is to develop the skill, attitude, and discipline of the students to lay the

foundation for self-driven and independent research work. To this end, guidance

should be given to the student whenever possible with the aim of teaching

effective research practice and right attitude.

Prior to and during graduate study, graduate programs should provide

applicants and students with honest appraisals of career opportunities. The

Graduate Admission Committee, Graduate Program Committee and the adviser

has the responsibility to prepare the student to become competitive in his field.

This assistance may include helping to identify potential positions and

opportunities, writing reference letters, reviewing and critiquing the student’s

curriculum vitae, and guiding the student through the application and review

process. Advisers may also contact linkages recommending their graduate

students.


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The Research Process in Graduate Study

The tenet of the graduate program is the conduct of a research that

reflects the student’s original contribution in his field. The student and the adviser

must invest time and effort in the conduct of the research in order to avoid

problems and mistakes that might derail the completion of the research and the

awarding of a degree.

The research process in the graduate program can be divided into three

overlapping phases: the research conceptualization phase (from admission to the

Title Defense Stage) the achievement phase (Proposal Defense Stage), and the

research writing and publication phase (Final Defense Stage).

The Research Conceptualization Phase. During the research

conceptualization phase, the researcher finds and refines the research objective

of interest as he learns the necessary background and gain perspectives. The

process starts at the moment of acceptance in the program guided by his

courses, readings, and interaction with the academic community that build the

framework of the research topic. Assembling a coherent and focused material to

support a particular research objective is an arduous task that requires patience

and tenacity. The student often feels overwhelmed by the task. He may even

feel at a lost as he gets immersed into the world of research and may feel as if he

is not progressing in his work or not heeding to a clear direction. Sometimes, this

stage is called the “research block” as the student is hard put at nailing a

particular research topic or at concretizing initial thoughts into a workable and

researchable study plan.

During this stage, students must constantly interact with their professors

– sharing their ideas, getting feedbacks, brainstorming - in order to gain wider

perspective and get some help in charting the directions of research. Matter of

fact, these interactions allow the student the opportunity for identifying potential

adviser who can articulate your area of research, provide shape and focus for the

planned research, and offer the necessary guidance. Compatibility matching

may also be determined during this stage.

It is important for graduate students to not give up in an effort to nail

down a particular research problem that is broad enough for a graduate study

and narrow enough to make a specific, measurable, and attainable, replicable,

and time-bound research. The task of the apprentice researcher is to find a new

angle that is not very much explored or saturated with similar studies. Another


29

consideration is to relate the research study with current experiences,

observations, and problems in one’s school, community, or any defined context

from which to anchor the study.

This phase of the research may take some time especially for students

who do not have specific research agenda and who simply rely for help from

professors and advisers. While professors and advisers have the responsibility

of providing guidance to the graduate researcher, it is the responsibility of the

student to define his research objectives. Many times, students fail to

understand and execute research topics that have been handed over by their

professors and advisers especially when the student is wanting of theoretical and

conceptual understanding of the material. Such situations unnecessarily delay

the student in completing this phase of the research. It is a good practice that the

student must carefully reflect on what he can do and accomplish vis-à-vis his

chosen area of study and select his adviser who will polish the student’s research

objective.

One other thing that a student must hurdle during this phase is passing

the required comprehensive examination that tests the student’s grasp and level

of understanding of the program – both from a theoretical and pragmatic

perspectives.

The Formal Research Phase. Shortly after the Title Defense Stage, the

student, through the help of the Curriculum Adviser, must identify a graduate

adviser and form the OrEC. With the guidance of an adviser, it is expected that

about half of the research undertaking (Chapters 1-3) will have been completed

by the dedicated researcher in a month or two and be ready for the proposal

(Proposal Defense).

In this stage, the focus of the research is narrowed, research questions

are refined, research designs are made, data collection procedures are put in

place together with the instruments to be used, and statistical tools and

procedures clearly understood. Generally, the research direction may change

during this phase especially after the evaluation of the research proposal. The

OrEC should evaluate whether the research proposal will be a significant

achievement and an original contribution of the student in his field. After

successful completion of the preliminary examination, the OrEC committee and

the Office of the Dean should be informed periodically about the progress of the


30

research and any variations that occur in the proposed effort through the

Research Adviser.

Constant interaction between the adviser (and the OrEC members) and

student is important in this phase to give the student constructive criticism and

ensure that the research is ready for examination. The adviser should participate

in the research effort by performing activities such as helping refine the research

problems, the framework of the study and instruments, as well as reviewing and

critiquing data, methods, and preliminary findings. The adviser should be familiar

with the theoretical or methodological framework used and the results obtained.

The Oral Examination Committee also should participate actively in advising the

student during this phase and clearing some gray areas in the student’s

research.

Near the end of this phase, the student should have mastered his area of

work and feels like an expert in the field of study. Notwithstanding, it is advised

that consultation be done with the OrEC especially for some issues raised during

the oral examination and to get guidance and approval whether the research is

proceeding as planned and make necessary changes where needed.

The Writing and Publication Phase. During the final phase, the primary

emphasis of the effort is on writing the dissertation/thesis and publishing the

research work. This stage usually takes longer than proposal stage, and the

student seems to be overwhelmed at the task of putting into words the results of

the study. At times, the student may simply tune out of the writing of report. This

is a critical phase in the research process and the student is advised to seek all

possible help and network of support to help understand inputs and outputs of

the research activity. Research advisers should also give adequate time for the

student needing help. Interaction with the adviser usually involves completing the

paper that is acceptable in the academic community for both content and format,

editing the dissertation/thesis, and preparing for the final thesis

defense/examination. It is good practice for the student and adviser to discuss

the significance of the work carefully and the expectations of the student with

regard to a completed body of work. The final examination occurs at the end of

this phase and usually consists of a presentation and defense of the thesis or

dissertation. A final examination is required for all doctoral and master’s students

and in the case of diploma programs, a formal presentation of the special project

to the Curriculum Adviser.


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The examinations generally are administered by the Oral Examination

Committee composed of faculty members and external evaluator (who is a

recognized expert in the field of research of the student), acting on behalf of the

University.

The Dissertation/Thesis

The final document presents the contributions of a graduate student at

the master’s or doctoral level. The thesis/dissertation produced by the graduate

must be judged by the OrEC to include originality, relevance, and significant

contributions, and writing quality. The completion of a master’s thesis is optional

in many departments through the diploma program, but the completion of an

acceptable dissertation is required to obtain a doctoral degree.

In order to describe the contributions of the student properly, the

background and previous contributions to this area of investigation must be

discussed, evaluated, and accurately cited. The problems must have been

thoroughly defined and an appropriate framework and paradigm constructed.

The student is expected to know all of the literature related to the research effort,

and this should be apparent in the paper written in the words of the researcher.

The main data from which conclusions are drawn must be shown in the body of

the research. Other intermediate data, which might be used by another

investigator in replicating the study, may be included in appendices. In the

conclusions section of the dissertation, clear distinction must be made between

preexisting information and new information that has been learned and reported

by the student. The significance of these contributions and their relationship to

previous research should be identified and discussed and appropriate

recommendations are offered, if any.

The writing of the research is generally a significant effort. Often, it is the

first such experience for a student, and the student may require substantial help

in order to learn how such works are written. Usually, several revisions are

required to complete a satisfactory dissertation. It is often the primary

responsibility of the adviser to assist the student, although the Graduate College

provides help for cases where technical and remedial assistance is required. A

seminar in thesis and dissertation writing is usually taken as a program

requirement and manual is available on writing the thesis/dissertation according

to the style and format of the university. Technical Editing and Statistical


32

Services are also provided for the students. Even so, the research must be

written by the student and no one else. Writing following the conventions in the

discipline and in the college is a key skill that must be learned during graduate

studies. Bypassing or shortcutting this arduous learning process does not help

the student, especially with the goal of training the student become skilled in

conducting and writing researches in their respective stations after their

completion of their graduate program.

Publication

The formal research undertaking in the college usually ends with the

defense of the final paper before a panel of experts (OrEC) and submission of

the research manuscript for the granting of a degree. However, the research

process continues towards disseminating results since undisclosed knowledge is

useless. The world of research has changed from simply conducting research to

having it presented in colloquia and published in peer-reviewed/refereed journals.

At the University, the student’s research results are usually disseminated through

college- and program-organized research forum and colloquium and published in

the college research journal.

Students should appreciate that publication is an important component of

the research process and that they have the responsibility to publish the results

of the work in publications that are peer reviewed (refereed) and retrievable

through normal literature search procedures (archival). Peer review often

strengthens the quality of research by helping to identify potential flaws as it gets

reviewed by experts in the field. Once it passes through what is usually a rigid

and strict standards of professional journals, the work may be considered of

higher value especially when it gets a lot of citations from other researchers and

professionals. The preparation of books, papers, and other publications for peer

review and publication is a skill that a student will find necessary for a productive

career. Development of the skills to write such works is an important part of

graduate education.

The issue of co-authorship on publications must also be taken into

consideration. In general, anyone who has made a significant contribution to the

research effort should either be included as a coauthor or acknowledged in the

paper. The adviser generally is considered to have contributed to the student’s

work and as such, be included as co-author in publications. Co-authorship of a


33

piece of work should not include individuals who did not substantially provide

much input in the research, such as sponsors or head of an office.

The Role of the Graduate Program

The role of the graduate program in graduate education is to maintain

standards of quality particularly in the in four-fold function of the university –

instruction, research, extension, and production. Thus, graduate programs have

the following responsibilities usually are delegated to the Graduate Program

Committee (GPC), to wit:

o To orient students of their rights and responsibilities

o To impose standards of acceptable and ethical behavior, expectations of

graduate study, accepted practice within the field

o To provide assistance that will ensure student’s survival and successful

completion of degree

o To assist in matching the student and adviser and encourage high

standards of student mentoring

o To offer counseling to students and/or faculty when difficulties arise

o To establish an appeals process for cases of conflict between students

and faculty

o To regularly review each student’s progress and to share the results of

the review with the student

o To insist upon academic integrity and professional and ethical conduct

o To develop procedures to ensure that grades, letters of recommendation,

and examination results are kept confidential

o To nominate examination committees

The ultimate authority to carry out these responsibilities rests with the

Curriculum Adviser or, in the case of interdisciplinary graduate programs, with

the Program Coordinator.

The Curriculum Adviser acts as a general counselor for all students

within the program and often as a counselor for faculty with regard to matters

concerning graduate education.

The Curriculum Adviser is a member of the graduate faculty whom

students will rely on to:


34

1) provide confidential and substantive help in resolving conflicts,

2) to understand and interpret the policies and procedures for both the

program and the Graduate Studies so that students are not hindered

in obtaining their degrees, and

3) to provide general assistance to students in achieving their graduate

degrees.

In those rare instances when problems arise between graduate students

and faculty, the normal process of resolution is to consult first with the Curriculum

Adviser or the GPC.

In some situations, a graduate student or faculty member might wish to

obtain counsel from an individual who is not directly connected with a particular

department. The college has designated Program Coordinators to handle cases

not resolved in a specific graduate degree program. In addition, the Dean of the

College of Graduate Studies provides an alternative route for graduate students

or faculty members who seek advice about troublesome situations when

discussions in the earlier stages with the adviser, Curriculum Adviser/GPC,

Program Coordinator/Dean failed. It is desired that all productive discussions and

objective mediations/remediations/alternatives be explored at each level to

resolve conflicts. When these methods fail to result in a satisfactory outcome,

graduate students and faculty members may pursue recourse through the

appropriate University appeals process.

The Role of the College of Graduate Studies

The College Academic Council

The CGS Academic Council is responsible for all academic policies

related to post-baccalaureate study and degree programs, particularly those

policies that involve admission to the Graduate Studies, standards of work,

courses and programs of study, residence requirements, and other requirements

for advanced degrees. The CGS Academic Council consists of all faculty with the

rank of at least assistant professor presided by Dean of the College of Graduate

Studies.


35

The policies and guidelines set forth in the administration of graduate

programs in the college and in the university are established and approved by

the academic council starting from the college and subsequently elevated at the

campus and university academic councils and finally approved by the Board of

Regents. The policy-making bodies have the following functions and

responsibilities:

o To establish guidelines concerning normal progress in the graduate

program

o To provide a written statement of policies and procedures for graduate

study in the program

The Office of the Graduate Studies

The College of Graduate Studies serves as the central office that

oversees graduate education at DMMMSU. Applicants to the graduate school are

recommended for admission by a graduate program, but they are officially

admitted by the Dean of the College of Graduate Studies. Students are admitted

as master’s or doctoral degree students, or as non-degree/diploma students to

become education specialists.

Admitted students must satisfy the requirements of the Graduate School.

Specific standards such as grades are necessary to continue in a program, and

the outcomes necessary on required examinations (Qualifying and

Comprehensive Examinations) are minimum requirements that must be satisfied

to earn a graduate degree (see Section 2 of this handbook). Students who fall

short of these standards of their programs will be counseled by the concerned

Curriculum Adviser/GPC about their academic deficiencies in the program. After

such notification, students who do not perform satisfactorily can be dismissed

from the degree program and lose their ability to register for graduate classes at

DMMMSU Graduate Studies.

The College of Graduate Studies maintains records for all degree-

seeking graduate students. Each student must submit an individualized plan of

study with the signatures of the Oral Examination Committee. This plan of study

is approved and maintained by the college, and any changes to this document

must be approved by the office. The College of Graduate Studies gives the

qualifying examination for the doctoral degree and the comprehensive

examination for all degree programs. Finally, the records of all candidates are


36

evaluated by the College Academic Council to certify each student for the

appropriate degree.

Questions about academic requirements, student progress or

performance, and faculty- student relationships that cannot be answered within

the program level may be directed to the Dean of the College of Graduate

Studies. Any graduate student is encouraged to come to the Graduate Studies

Office to discuss academic concerns that have not been resolved at the program

level or other issues that affect the student’s academic performance.

To maintain standards of graduate education, faculty members from the

university and individuals outside of the university who have displayed expertise

in particular fields are invited at DMMMSU-College of Graduate Studies to serve

as a graduate faculty or adviser that is appropriate to their experience,

qualifications, and expected level of graduate activity.

The University

DMMMSU strives to provide all students and faculty with an environment

that is conducive to teaching, learning, and conducting research. The University

is responsible for ensuring that the rights of graduate students are protected, and

it has delegated most of the responsibility for administering graduate study to the

College of Graduate Studies, as discussed previously. However, graduate

students are part of the University and enjoy the privileges and responsibilities of

being a student. The responsibilities of a graduate student include a commitment

to academic integrity and to living and working harmoniously with all other

members of the DMMMSU community. The University has explicitly spelled out

its policies on many of these issues in the Administrative Code, Faculty Manual,

and Student Handbook.

The Graduate Student in the University Community

A graduate student is entitled to the privileges, satisfactions, and

amenities of the University. In turn, the graduate student accepts the intellectual,

ethical, and moral responsibilities that membership in an academic community

entails.

The privileges are those of study and consultation with faculty who have

proven their expertise, access to library resources, computer and laboratory


37

equipment, and a chance to study, collaborate, and compete with other graduate

students. Included also are the access to the many centers, resources, and

facilities of the university that nurture the intellectual, physical, emotional,

mental, spiritual needs of the students.

As members of the DMMMSU academic community, graduate students

are expected to perform their coursework, research, and writing in a diligent,

honest, and ethical manner. Students also are expected to treat others with

respect and sensitivity and to engage in community work and services that

contribute in the total development of man and progress of the society.


38

Section 2

ACADEMIC POLICIES AND PROCEDURES IN THE ADMINISTRATION OF GRADUATE PROGRAMS

(BOR No. 99-083; BOR No. 2005-27; BOR No. 2010-16; BOR No. 2010-50)

A. ADMISSION REQUIREMENTS

1. Students must be Bachelor’s or Master’s degree holders relevant to the

degree applied for with a grade point average (GPA) of 2.00 or better for

the master’s degree and 1.75 or better for the doctorate degree.

2. Academic competence/proficiency shall be determined through the

following:

a. Official Transcript of Records

b. Recommendations of two former professors or recognized

authorities

c. Interview with the applicant or other appropriate means.

3. For foreign students:

a. A foreign student must meet all the following admission

requirements of the University and the course applied for:

b. Official Transcript of Record

c. Personal Data

d. Affidavit of Support

e. Alien Certificate of Registration (ACR)

f. Result of TOEFL/IELTS (for non-native speakers of English)

g. Student visa

h. Security Clearance from his/her Embassy

i. Resident Guarantor of his/her character

j. CHED permit

k. Alien fee

l. A foreign student may be admitted based on availability of slot of

the course applied for.


39

4. For transferees:

a. A transferee must meet all the following admission requirements of

the University and the concerned college:

b. Official Transcript of Record

c. Certificate of Transfer Credential

d. Must qualify in the interview

e. Certificate of Good Moral Character

Admission of transferees is subject to availability of slot for quota courses.

B. CATEGORIES OF ADMISSION

1. Regular Admission

Regular admission applies for any applicant who has satisfactorily

complied with all the requirements of the degree being sought. The student

admitted under this category is eligible to enroll the maximum load allowable

for the degree.

2. Probationary Admission

The following are the conditions for the probationary admission:

Any applicant who fails to comply with the basic admission may be

admitted on probationary status. The concerned student shall be allowed an

academic load of six (6) units for the first term.

A student whose academic preparation is not directly related to the

degree being pursued may be admitted under this category while in

compliance with the General Provision No. 23.1* on the technical course

requirements stated below.

Technical Course Requirements. A student who pursues a technically-

oriented degree program (e.g. Agriculture, Science and Technology), and

whose highest degree earned is not directly related to the degree being

applied for shall be required to earn at least twelve (12) units in the


40

undergraduate or Master’s level in specific technical course before one can

be allowed to enroll in the major subjects.

3. Audit Admission

A qualified applicant who, for good reasons, does not wish to work toward

any degree and who has special objectives for professional or scholarly work

and desires additional course may be admitted under this category. The

student will be rated using the letter grade: P for passed and F for failed. Mere

accumulation of graduate course credits under audit category cannot be

credited towards any graduate degree and no more than two (2) subjects may

be allowed per term. Subjects taken under audit category must be registered

as such.

4. Admission for Technology Enabled Instruction (TEI)

Admission of students residing and working outside of the Philippines

shall follow the approved BOR resolution No. 2004-039 except for the tuition

fee which shall be the same as the other CGS programs but with additional

cost for Technology Utilization and Development (TUD), and Instructional

Materials (IM) per subject enrolled per term as part of Fund 184. Collected

TUD and IM fees shall be equitably distributed as follows:

- Technology Utilization & Development (40%)

- Author of IM (professor) (50%)

- Administrative Cost (10%)

C. REGISTRATION

A student shall register within the scheduled registration period as

provided for in the approval annual academic calendar. A fee shall be imposed

on late registration.

A student is considered officially enrolled upon payment of the required

fees duly validated by the Cashier’s Office.

Individual curriculum checklist showing the scholastic standing of an old

student should be presented upon enrolment.


41

Rules on prerequisites in a curriculum are observed and followed during

enrolment.

1. Cross-Registration

Cross-registration to deregulated private HEI/another SUC/within the

University system may be allowed for subjects which are not offered in

the campus during the time of cross-registration and upon approval of

the Dean as recommended by the Program Coordinator and the

Registrar.

No student is allowed to cross-enroll in two or more schools

within a term.

The University shall give no credit for any subject taken by a

student in another University/College/School if enrolment in such subject

was not authorized in writing by the concerned officials.

2. Shifting from one course to Another

A student may apply for a shift of course subject to approval of the

Dean of his new course. Shifting of course may only be allowed after the

term.

3. Late Registration

Students registering on the second Saturday of classes for the

regular semester and second day of classes for the summer term are

charged a late registration fee in addition to the regular fees.

4. Withdrawal of Registration

Withdrawal of registration maybe allowed within three weeks from

the opening of classes.

A student who withdraws his registration within the prescribed period

shall be entitled to retrieve his credentials submitted as requirement for

enrolment.


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5. Payment of Fees and Examination Permit

School fees maybe paid by installment. However, the computation of

refunds shall be based on the tuition assessment.

Before any student is allowed to take an examination, all financial

obligations must be fully settled, after which an examination permit shall

be issued and must be presented.

A professor who allows a student to take the final examination

without any permit shall be dealt with according to university policies.

6. Change of Subjects

Any student may be allowed to add, change, and drop subjects on

the following grounds: a) conflict in time schedule; b) non-completion of

prerequisites: and c) dissolved/cancelled subjects.

A corresponding fee is charged for each changing, adding, or

dropping of subjects during the first two sessions after the start of

classes for the regular semester and first Saturday for summer. This is

no longer allowed thereafter. Any change of subject requires the

approval of the Dean.

Dropping of subject after the specified period but before the mid-term

may be allowed with the approval of the Subject Teacher and the Dean,

and acknowledged by the Registrar. A "D" mark shall be given to the

student.

When a student drops a subject after the midterm with no valid and

unjustifiable reason, a failing grade of 5.0 shall be given.

7. Allowable Refunds

Except for entrance, registration, and miscellaneous fees, a student

who has fully paid the tuition fee, may, upon withdrawal or honorable

dismissal, be entitled to a refund in accordance with the following

schedules:


43

Before the start of classes………………………….. 90% Within one week after opening of classes………. .. 75% Within the 1

st month of classes……………………. 50%

After the 1st month of classes……………………… No refund

A certification issued by the registrar and approved by the dean

is required to allow the payment of refund.

D. GRADUATE COMMITTEES AND ADVISORS

1. Graduate Admission Committee (GAC)

Graduate Admission Committee shall be created to determine the

admission of applicants and shall be composed of the following

members:

Chairman: Dean Members: Curriculum Adviser Program Coordinator

Senior Faculty

The duties and responsibilities of the GAC are as follows:

a) To verify the authenticity of records b) To determine the status of students whether permanent or probationary c) To conduct interviews and d) To advise the students on the proper course work e) To evaluate and validate Transcript of Records of students

2. Graduate Program Committee (GPC)

For both the master’s and doctorate programs, a GPC shall be

organized for each student before the comprehensive examination or

proposal defense as applicable. The GPC shall come from the Pool of

Professors of the university which shall be updated yearly.

The GPC shall be composed of the following:


44

Master’s Level Discipline Doctoral Level

Two Major-Field Two One Foundation/ Core Two One Elective/Cognate One

The GPC is chaired by the Curriculum Adviser.

A qualified GPC member must be at least an MA/MS degree holder

for the master’s and PhD/EdD holder for the doctoral degree.

Each professor is limited to a maximum of ten (10) GPC

memberships of bona fide students per semester.

The GPC shall be in-charge of monitoring and guiding the

concerned graduate student in undertaking all scholastic and research

activities related to the program being pursued.

The GPC shall be responsible for the accreditation of

seminars/workshops/trainings attended by the student based on

approved guidelines.

3. Thesis/ Dissertation Adviser

Faculty research adviser shall be chosen on the basis of their

expertise in the area of the research study and of their availability.

The student in consultation with the Curriculum Adviser shall

recommend at least three (3) GPC members from which an adviser will

be chosen and appointed as his/her thesis/dissertation adviser by the

Dean.

There shall be a maximum of five (5) active advisees per graduate

faculty.

5. Oral Examination Committee (OREC)

The OrEC shall be responsible for the conduct and evaluation of the

thesis/dissertation proposal and final oral examination.


45

The OrEC shall be organized during the Graduate

Thesis/Dissertation seminar. Membership shall be recommended from

the University Pool of Faculty (UPF) by the student and Curriculum

Adviser and approved by the Dean.

The OrEC shall be composed of the following:

Master’s Level Discipline Doctoral Level

Two Major Field Two One Foundation Two One Elective/Cognate One One Expert Evaluator One

The chair of the OrEC shall be determined on a collegial basis.

The expert evaluator is an authority in a field of specialization in

terms of experience and knowledge. He may be a faculty or a holder of

non-teaching position or from other agencies, public or private.

Acceptance of membership to the OrEC necessitates personal

presence during the oral examination. An OrEC member who cannot

attend the proposal defense will notify the dean and submit a written

evaluation at least four days before the scheduled defense.

As a part of the administrative responsibility, the Dean may sit in the

oral examination.

A reconstitution of the OrEC membership can be warranted if there is

a change in the research title which is distinctly different from the

originally approved title. The researcher is responsible in notifying the

retained and substituted members with a letter from the Office of the

Dean. The approved OrEC membership by the dean cannot be

reconstituted without prior approval at least a month before the proposal.

The dissertation and thesis fees to be paid to the OrEC members is

P15,000.00 and P10,000, respectively, and shall be distributed as

follows:

Adviser – 37% Members – 57% Administrative Cost – 5%


46

E. STUDY LOAD AND ATTENDANCE

A maximum of fifteen (15) units every semester and nine (9) units during

summer term may be allowed for regular full-time graduate students.

A regular part-time student, with a GPA of 1.24 or better maybe allowed to

enroll 12 and 9 units during regular and summer term, respectively.

Attendance. Regular attendance for fifty–four (54) hours per semester/term

is required. The student may be dropped from the class for unexcused absences

of four (4) meetings.

F. TIME LIMIT FOR GRADUATE STUDENTS

A candidate for the master’s degree must complete all requirements

within seven (7) calendar years while a candidate for doctoral degree is required

to finish all the requirements within nine (9) calendar years from the start of the

program. This time limit includes all the leaves of absence spent by the

concerned students. No extension shall be granted (for students who are

enrolled from 2007 onwards).

F. GRADING SYSTEM* (BOR 2005-27 of 4-28-05)

The following grading system should be followed:

Master’s/Doctoral

1.00 – Excellent 98-100 A+ 1.25 – Very Good 95-97 A 1.50 – Good 92-94 A- 1.75 – Satisfactory 89-91 B+ 2.00 – Passed 86-88 B 5.00 – Failed 85 and Below F

A graduate student who gets a grade lower than 2.0 may continue the

program provided that the GPA is 2.0 or better for the Master’s, and 1.75 or

better for the doctoral level.


47

Other symbols in use but not included in the computation of the Grade

Point Average (GPA) are:

D – Dropped. A student may be officially Dropped or withdrawn from the

course before the midterm examination.

INC – Incomplete. It means that the student has completed the major

portion of the course work in a satisfactory manner but for reason/s

judged by the professor to be legitimate, a portion of the course

requirements remains to be completed. Completion of the requirements

shall be made within one year. Failure to do so shall mean the automatic

conversion of the INC to Failed. The registrar is responsible in the

automatic conversion of the INC into failed in coordination with the dean.

Students with INC shall be invited per term to report to the Registrar a

month after the last day for the submission of final grades.

The collected P150 fee for completion is equitably distributed as follows:

Professor – 75% Dean – 10 % Curriculum Adviser, Registrar & General Fund for the University – 5% each

AC- Accredited. This mark shall be used for the word “Accredited” from

other institutions.

EN- Enrolled. This mark shall be indicated for academic subjects in

which students are currently enrolled/on-going for certification purposes.

IP – In Progress. This indicates that the student has shown satisfactory

progress in series or sequence of thesis/dissertation requirements where

the grade is not given until the sequence of courses is completed until

such time that the final grade is recorded. When a final grade is

recorded, the mark of IP shall not appear in the Transcript of Records

provided it is within the time limit of the graduate program.

S or U – Satisfactory or Unsatisfactory. It is the grade used to record

satisfactory or unsatisfactory progress or completion of work. S shall be

counted as credit hours only. This is the grade to be used in seminars

and special problems.


48

G. SCHOLASTIC REQUIREMENT

A student admitted on a regular status in the master’s or doctoral level shall

maintain a GPA of 2.0 or 1.75 or better respectively. Failure to meet the GPA

requirement shall warrant a written warning.

A graduate student admitted on a probationary status shall achieve a GPA

of 1.75 and 1.50 or better, respectively, to qualify as a regular student in the

succeeding semester following probation.

Students with GPA of 1.24 or better will be given Certificates of Recognition

for Academic Excellence.

H. TRANSFER OF CREDIT

A maximum of twelve (12) units maybe credited for a student from a Level III

accredited institution, maximum of nine (9) units from a Level II accredited

institution with accreditation, and maximum of three (3) units from a Level I

accredited institution.

I. EXAMINATIONS

1. Qualifying/Proficiency Examination

A Ph. D. student is required to undertake a Qualifying/Proficiency

Examination conducted by the GPC (Graduate Program Committee) and

coordinated by the Dean after completion of 18 units. Units earned without

passing the Qualifying/Proficiency Examination shall be null and void.

The qualifying/proficiency examination includes two phases, namely

written and oral. The written examination includes the following areas:

Language Proficiency

Mathematics Proficiency

Reasoning Proficiency

Research Proficiency


49

Specialization Proficiency

The oral examination shall focus on the course work and career goal of

the student.

2. Comprehensive Examination

A student enrolled either in the master’s degree or doctorate degree

program should obtain a GPA of 1.75 or better to qualify for the

comprehensive examination.

After satisfying the course work requirement, the students shall take a

written Comprehensive Examination to be given by the GPC. The

Comprehensive Examination is intended to test the student’s competence in

integrating knowledge on all courses taken. If deemed necessary by the

GPC, an oral examination may be administered to supplement the written

examination.

To pass the comprehensive examination, a student should get the

unanimous vote of the GPC. If one fails, a re-examination may be given

within two months. Failure in the second examination shall permanently

disqualify the student from the program.

A comprehensive examination shall be scheduled once every

semester/term.

3. Thesis /Dissertation

A thesis for the Master of Arts/ Science degree and a dissertation for the

Ph. D. degree shall be required for graduation.

Master’s program aims to achieve the following:

a. update and enrich content knowledge;

b. enhance competence to undertake the independent research in an

area of specialization including the ability to pose theoretically

meaningful problem and hypotheses, gather and analyze data, and

communicate the results and theoretical and practical implications

of the research to diverse audiences.


50

Doctoral program aims to develop in students:

a. expert level of theoretical knowledge in an area of specialization;

b. competence to undertake advanced independent research in an

area of specialization including the ability to develop specific

complex educational/training programs and systems, to evaluate

such complex programs and systems, and communicate the results

and implications of the research to diverse audiences (CMO 53, s.

2007)

Under special circumstances and upon the approval of the Dean, team

research may be undertaken to satisfy the requirement of the

thesis/dissertation subject to the following conditions:

The task of each researcher shall be clearly delineated.

Appropriate condition, organizational set-up, and general and

specific objectives shall be identified.

A student may be allowed to defend the research proposal after

finishing Methods of Research, Statistics, and at least 12 units in

the major course for master’s, and 27 units in the doctoral level.

Final Thesis/ Dissertation Examinations

The student candidate is allowed to take the final thesis/dissertation

examination after having passed the comprehensive examination and upon

completion of the thesis/dissertation with a written certification of the adviser

regarding the completeness of the answers to the problems/objectives and a

written certification of accuracy of analysis/statistical treatment(s) by a

statistician.

A copy of the finally approved/signed proposal by the OrEC and filed in

the Office of the Dean shall be the official basis of the problems/objectives

and research design.

Upon the dean’s approval of the application for the final examination, the

candidate will provide a copy of the thesis/ dissertation to each of the OrEC

members at least five (5) workings days before the examination date.


51

The OrEc shall sit en banc for the final oral examination. Absence of one

(1) OrEc member means a re-scheduling of the examination.

Copies of the approved thesis/dissertation shall be submitted to the

College of Graduate Studies office in the following forms: six (6) hard bound

(HB), two (2) CD-RW and two (2) CD-R. Copies shall be distributed to the

following:*

1 HB - Researcher 1 HB - Adviser 2 HB & 1CD-RW- CGS Dean’s Office 2 HB & 2 CD-R - Library

All copies of the HBs and CDs should be submitted not later than two

days before the meeting of the CGS Academic Council. The approval sheet

should be completely signed by those concerned before the acceptance in

the Office of the Dean.

J. APPLICATION FOR CLEARANCE

Students who have already graduated or those who wish to transfer to

another school must submit a duly accomplished clearance before he/she is

allowed to apply for any of the following documents: transcript of records,

certificate of good moral character, honorable dismissal and others.

Clearance forms are available at the Office of the Registrar. No student

will be issued his/her credentials unless he/she has been cleared of all

accountabilities.

K. WITHDRAWAL FROM THE UNIVERSITY

Any student wishing to officially withdraw from the University and transfer to

another school college or university should be cleared of all liabilities and

responsibilities (administrative, academic and financial) in the University.

The necessary documents for withdrawal such as clearance and request for

honorable dismissal could be availed from the Office of the Registrar.

A student who has already paid the school fees but intends to withdraw from

the University is entitled to a refund of the tuition fees only.


52

L. GRADUATION

A student shall be recommended for graduation after satisfying all the

requirements prescribed in the curriculum.

A graduating student shall apply for graduation within two (2) months after

enrolment in his last semester in the University.

At least one (1) month before the end of the semester, the registrar shall post

in the Bulletin Board a complete list of candidates for graduation.

No student shall graduate from the University unless he has complied with

Section 3.11 of the academic policies and completed at least 50% of the total

number of units required in his curriculum in the university.

The date of graduation to be placed in the Diploma and Official Transcript of

Records shall be the 16th day after the end of the term.

Basis for Giving Honors

Students who completed their courses with the following Grade Point

Average (GPA) computed on the basis of credits, shall graduate with honors

to be inscribed in their Diploma and official Transcript of Records.

Meritissimus (Excellent) 1.03 to 1.00 Benemiritus (Very Good) 1.06 to 1.04 Meritus (Good) 1.09 to 1.07

In the computation of the final average of students who are candidates

for graduation with honors, rounding off of the final GPA shall not be allowed.

No graduate student shall be given an award with a grade of 1.50 or

lower. However, grades in Graduate Seminar and Information Technology

Management System (ITMS) are not included in the computation of the GPA.

Candidates for graduation with honors must have completed in the

University at least 75% of the total number of academic credits required in

the curriculum.


53

Credits earned from other schools and credited to the enrolled curriculum

shall be included in computing the Grade Point Average within the allowable

residency period and as prescribed in the curriculum inclusive of the required

study load of each term.

Candidates for graduation with honors must have completed the degree

program within the minimum prescribed period inclusive of his/her residency

in other universities, irrespective of the course enrolled.

Students with failure (including validation)/dropped and/or incomplete

marks are disqualified for honors.

M. DIPLOMA/TRANSCRIPT OF RECORDS

A diploma fee shall be charged from each graduating student. The diploma

can be claimed from the Registrar’s Office after the presentation of an

accomplished clearance.

A second copy of the diploma may be issued upon presentation of an

affidavit of lost or presentation of the unclear document.

The transcript of records can be claimed from the Registrar’s Office upon

payment of the corresponding fee and the presentation of an accomplished

clearance.

N. GENERAL PROVISIONS

Leave of Absence

When a student discontinues temporarily the graduate work, he/she is

required to submit a written request for a leave of absence duly recommended by

the GPC and the Dean and filed in the Office of the Registrar.

Technical Course Requirement

A student who pursues a technically-oriented degree program (e.g.

Agricultural Science and Technology), and whose highest degree earned is not


54

directly related to the degree being applied for shall be required to earn at least

twelve (12) units in the undergraduate or master’s level in the specific technical

course before one can be allowed to enroll in the major subjects.

O. GRADUATE STUDIES FACULTY

1. Classification of Faculty

There shall be core faculty members who are to be officially designated

as Program Coordinators (PhD., MS/MA programs) and Curriculum Advisers

(PhD. Educational Management/ MA Educational Management, etc.).

Assignment of core faculty shall be approved by the Office of the President.

Depending on the need, a faculty may be assigned in the CGS as his/her

base unit. A CGS core faculty is one who has earned distinction in his field of

specialization. This can be manifested in his academic qualifications,

professional growth, credibility, and level of experience in the field.

A pool of CGS affiliate faculty shall be identified in the University. They

may teach in the CGS depending on the need for their area of specialization

as determined by the Dean.

A visiting professor is a non-DMMMSU faculty who is invited to teach in

the College of Graduate Studies.

A teaching fellow is one who is enrolled for a postgraduate degree and

qualified to teach in the CGS.

2. Loading in the College of Graduate Studies

The College of Graduate Studies shall be given priority in the assignment

of faculty members every start of the term/semester. Teaching loads may be

prepared utilizing the integrated scheduling in accordance with the Updated

Workload Guidelines.

A CGS core faculty may teach a maximum of three (3) courses

equivalent to 13.5 workload units for the regular term, two (2) courses

equivalent to nine (9) workload units for the summer, and may be given


55

teaching assignment/s in the undergraduate in coordination with the

Chancellor.

Other assignments may include research, extension, administration,

student development services, production, and other quasi-functions.

The Dean shall be given fourteen (14) units as per workload guidelines.

The Program Coordinator and Curriculum Adviser shall be given six (6)

workload units and three (3) workload units, respectively.

3. Benefits and Privileges of the CGS Faculty

Based on approved university policies, overload pay shall be given to the

CGS faculty with more than eighteen (18) workload units in pure instruction

and twenty-one (21) workload units (WLU) based on Article 23.3 of these

policies.

Authority to incur overload with pay shall be approved by the University

President subject to the review by the CGS Dean, Director of Instruction, and

the recommendation of the Vice President for Academic Affairs.

A visiting professor shall be paid per semester/term based on Professor

1 rank.

For CGS faculty, a maximum overload of six (6) WLU per term/semester

may be given and may be compensated in cash or service credit. Only for an

extreme case shall an overload of more than six (6) WLU be allowed and

upon prior approval of the President.

P. CLASS SIZE AND COURSE SCHEDULE

The schedule of classes shall be prepared by the Dean and approved by

the Chancellor.

A lecture-discussion class shall be limited within a minimum of five (5) to

a maximum of twenty-five (25) students. Beyond or below this range, approval of

the Dean shall be required.

Class size below the lower limit may be allowed if all the following

conditions are met:


56

1. One (1) of the students is graduating

2. The enrolled students comprise the total population of the program

3. The subject is a regular course offering


57

Section 3

ACCREDITATION OF TRAININGS, WORKSHOPS/ SEMINARS, EXPERIENCES FOR CREDIT IN THE GRADUATE PROGRAM

(BOR No. 2005-27 of April 28, 2005)

PURPOSE

To prescribe the standard requirements and guidelines to be observed in

accrediting seminars, workshops, trainings, experiences in lieu of subjects/

courses in any graduate program of the university.

CRITERIA FOR ACCREDITATION

1. Seminar-Workshops/Trainings

1.1.1. The organizing agency or sponsoring organization should

either be a recognized government agency or an

established professional organization.

1.1.2. The seminar-workshop/training applied for should be

relevant to a particular subject currently offered at the CGS.

1.1.3. There should be a prior approval from CHED or a

recognized agency for accreditation before the conduct of

the seminar-workshop/training through a memorandum;

1.1.4. The sub-topics for panel or group discussion should be

appropriate for the theme;

1.1.5. The lecturers, resource persons, facilitators, discussants, or

panelists must possess the proper educational

qualifications to speak largely on their major fields of

concentration and conduct the appropriate evaluation;


58

1.1.6. The schedule of sessions, lectures/programs should indicate

the topic, the name of the lecturer, and the number of

hours;

1.1.7. The course syllabus will be the basis of evaluation by the

Graduate Program Committee.

1.1.8. The student must have an accumulated 54 training hours to

qualify for accreditation. In no case should the training be

less than eighteen (18) hours;

1.1.9. A maximum of six (6) units shall only be accredited to the

program;

1.1.10. Trainings, seminars/workshops should have been taken

within three (3) years immediately preceding the

accreditation;

1.1.11. Evidence of accomplishment like original certificate and

output should be presented.

2. Experiences

2.2.1. Experiences in the following specific areas may be considered

for accreditation:

1.2.1.1. Teaching experience

1.2.1.2. Industry experience

1.2.1.3. Research experience

1.2.1.4. Extension activities

1.2.1.5. Entrepreneurial experience

1.2.1.6. Consultancy services

1.2.1.7. Others, as applicable

1.2.2 Graduate of MS/MA related courses directly related to the

subject may be considered for accreditation and should be

subjected to the approved process.


59

1.2.3 A student applying for accreditation shall present an

authentic (with seal) certificate of employment/service

record. An entrepreneur should present a certificate of

ownership/license within three years of operation

immediately preceding the accreditation.

3. Process of Accreditation

3.1 A bona fide student shall apply for accreditation to the Office of

the Dean with the necessary requirements as specified in the

criteria of accreditation.

3.2 Referral is given to the Graduate Program Committee composed

of the curriculum adviser, professor concerned, one professor in

the major subject, and one professor in the core subject.

3.3 The Subject professor will conduct a diagnostic test of which

results will be presented to the Graduate Program Committee.

The contents of the syllabus will be the basis of the diagnostic

test. The diagnostic test shall be administered in all the Graduate

Studies Centers.

3.4 The Graduate Program Committee (GPC) en banc shall be

responsible for the corresponding grade of the student.

4. Approval of Accreditation

The dean of the college approves as per recommendation of the

Graduate Program Committee (GPC) such accreditation applied for on a

case-to-case basis.

5. Effectivity Clause

The aforementioned accreditation procedure shall take effect on the

first semester of school year 2005-2006.


60

Section 4

SBO MUTUAL AID FUND GUIDELINES

(Federated SBO Resolution No. 2004-01)

A. PURPOSE

The SBO Mutual Aid System is established to provide immediate financial

assistance to every member in the case of accident and death.

B. MEMBERSHIP REQUIREMENT

1. Membership: All bona fide students of the CGS enrolled in the University.

2. Duration: Upon admission and full payment of the mutual aid fee until the

end of the term the graduate student is enrolled.

3. Membership Fee: P 100 to be paid upon enrolment.

C. COVERAGE

All bona fide graduate students who have complied with the membership

requirements shall be provided twenty four (24) hours daily mutual aid coverage

within the specified period.

D. BENEFITS

Every member shall be entitled with the following benefits:

1. P10,000.00 ………… death except suicide

2. P 5,000.00 ………... loss of hand, foot, or sight

3. P 3,000.00 ………... loss of one or more fingers

If two or more of the stated cases occur, only the condition with the

highest benefit shall be given due merit.


61

All the benefits to be awarded shall be recommended by the CGS-SBO

Regional President, Campus CGS-SBO Adviser/SAS Coordinator. All the

necessary documents shall be appended and shall be recommended by the

Program Coordinator/Curriculum Adviser and approved by the Dean.

Only one claim can be made per semester by the member within the

prescribed term.

E. PERTINENT SUPPORTING DOCUMENTS

1. Death certificates and affidavit of parents, guardians, spouse; or children

2. Medical certificates

3. Certificate from certified physician (verification is needed)


62

Section 5

SCHEDULE OF FEES

BOR Res. #s 2003/143/2005-09 & 10/ 2005-62/2006-76/2011-09/2011-70

SCHOOL FEES UNDER-GRADUATE

GRADUATE

TUITION FEE PER UNIT

Baccalaureate 100.00

Master’s 230.00

Doctorate 300.00

MISCELLANEOUS FEE

Regular Fees

Registration Fee 60.00 150.00

Student Development Fee 1st year-2

nd year 700.00 700.00

3rd

year & up 500.00 500.00

Library Fee 100.00 200.00

Medical/Dental Fee 50.00 50.00

Athletic Fee 50.00 150.00

School Publication/Journal Fee 80.00 200.00

Cultural Fee 60.00 100.00

SCUAA Fee 1st year 50.00

2nd

year & up 25.00

Guidance Fee 50.00 100.00

Student Body Organization Fee 50.00 75.00

Mutual Aid 25.00 100.00

Internet Fee 200.00

Laboratory Fees

Science/subject 70.00 600.00

Computer lab/subject 350.00 600.00

Shop/Technology 75.00

Robotics (MLUC) 350.00

Speech (SLUC) 300.00

Other Fees

Entrance Fee (New Student) 50.00 100.00

Admission Testing Fee ( All Level) 100.00

Late Registration 100.00 200.00


63

Transcript of Record/page w/ scanned picture 1

st Page

2nd

- 3rd

Page

50.00 25.00

75.00 50.00

Honorable Dismissal/Transfer Credentials 50.00 100.00

Certification/Authentication Fee Local National Foreign

20.00 30.00 50.00

20.00 50.00 100.00

Dropping/changing/adding of subject (per subject)

50.00 75.00

Completion fee per subject 25.00 150.00

Validation Fee 25.00 200.00

Diploma 100.00 200.00

Student Teaching Fee 450.00

OJT/Practicum Fee 150.00

NSTP Fee (ROTC/CWTS/LTS) 150.00

Library Card 5.00 25.00

Alumni Fee 50.00 200.00

School ID 50.00 50.00

Thesis Fee 500.00 7,500.00

Dissertation Fee 10,000.00

Qualifying Exam Fee 1,000.00

Comprehensive Exam Fee Doctoral Master’s

1,000.00 750.00


64

Section 6

THESIS AND DISSERTATION FORMAT

A. Preliminary Parts

1. COVER PAGE 2. TITLE PAGE 3. APPROVAL SHEET 4. ACKNOWLEDGMENTS 5. DEDICATION (Optional) 6. TABLE OF CONTENTS 7. LIST OF TABLES 8. LIST OF FIGURES 9. LIST OF PLATES 10. ABSTRACT

B. Body of the Research

Technical Research Social Research

Chapter 1

INTRODUCTION INTRODUCTION

Situation Analysis Situation Analysis

Objectives (General and Specific)

Framework of the Study

Time and Place of the Study

Statement of the Problem

Definition of Terms Definition of Terms

Symbols and Notations (for pure math research)

Chapter 2

METHODOLOGY METHODOLOGY

Research Design Research Design

Materials and Procedures

Sources of Data (include scope and content)

Data to be Gathered Instrumentation and Collection of Data

Analysis of Data Analysis of Data


65

C. Back Matters 1. LITERATURE CITED 2. APPENDICES

Appendix Technical Research

Social Research

A Tables Communications (Template/s only)

B Figures Instruments

C Plates Tables

D Others Figures

E Plates

F Others

3. CURRICULUM VITAE D. STYLE

1. Font Style: Times New Roman Font size: 12

2. Margins: Top - 1.3 inches Bottom - 1 inch Left - 1.5 inches Right - 1 inch

3. Paper Size: short bond paper, 8 ½ inches x 11 inches

4. Cover Page Title - All capital letters, centered, inverted pyramid but to

follow proper division of phrases

Chapter 3

RESULTS AND DISCUSSION

RESULTS AND DISCUSSION

Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS


66

Author(s) - (Maximum of 5 students in a group) For group research, the name of the lead

researcher appears first then followed by the other members arranged in alphabetical order

- All capital letters, centered - First Name, Middle Initial, Family Name

Name of the University, Campus, College, Address - All capital letters, centered Degree - All capital letters, centered Major/Specialization - Only the first letter of the words are

capitalized Date of Completion - Month and Year

5. Spine: Author(s) - For group research: Lead Author, et.al. Title Year

6. Hardbound Color: Baccalaureate Degree - Maroon Master’s Degree - Green Doctorate Degree - Black

7. Title Page - The title page is the same as the cover page

8. Acknowledgments – formal, narrative, written in third person - no picture, no graphics - no limit as to the number of pages - Initials of Author(s); no period

10. A one-page dedication may be placed after the Acknowledgments. However, there should be no title on this page.


67

11. Table of Contents - Preliminaries - Contents/Text - Literature Cited - Appendices

- Page numbers should be flushed to the right margin -

12. List of Tables - Include only the tables that appear in the text - There should be continuous numbering (in Hindu Arabic

form) of tables in the text

13. List of Figures - Include only the figures (graphs, charts, other illustrative

materials) that appear in the text. - There should be continuous numbering (in Hindu Arabic

form) of figures in the text

14. List of Plates - Include only the plates (pictures) that appear in the text. - There should be continuous numbering (in Hindu Arabic

form) of plates in the text

15. Tables, Figures, Plates which are in support to basic/primary data in the text shall be placed in the Appendices.

16. Abstract - Abridged version of the most important results of the study - Should contain the following: rationale, methodology/design

(one sentence only) and salient findings - Conclusions and recommendations are not to be included - - One page only, maximum of 150 words that

encapsulates/answers the objectives of the research - Single spaced, italics - Keywords indented, 3 to 5 words only and to be arranged

alphabetically - Should be placed before Chapter 1


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17. Results and Discussion - The presentation shall follow the statement of objectives/

problems - Introduce the tables, figures, plates first; as much as possible,

these are not supposed to be placed in between paragraphs - In case of long tables where cut is inevitable, the first part

should always be longer than the other part - If the remaining part of a cut table consists of 2 to 3 lines only,

the font size may be reduced (up to font size 10) to accommodate the table in just one page

18. Summary, Conclusions, and Recommendations - Summary: Problems, Methodology, Salient Findings

(paragraph form) - Conclusions: Answers the objectives - Recommendations

19. Literature Cited - No Categorization - Alphabetically arranged - For electronic sources, include date and time of downloading - Follow APA format (6

th edition)

20. Pagination

- Title Page: no page - Preliminaries: bottom, center, (i, ii, iii, . . .) - Other Pages: Upper right (Hindu Arabic) - Start of Chapter: page may be omitted or at the - bottom, center

21. Appendices - By Category


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22. Curriculum Vitae - itemized list of information about the researcher (s); single

space per item but double space for every entry - with passport size picture; plain colored background, blouse/shirt with collar - no limit as to the number of pages per researcher - Contents: Name, Address, Date of Birth, Civil Status,

Parents/Guardian/Spouse with children, School Attended, Trainings and Seminars Attended, Designation, Positions Held, Awards Received, Eligibilities/Board Exams Passed, Consultancy & Expert Services, Researches Conducted, Publications, etc.

23. Review of Literature

There shall be no separate chapter on the review of literature. However, these will be integrated in the Situation Analysis, Framework, Methodology, and Discussion of Findings.

24. Minimum number of literature to be reviewed/cited: Baccalaureate Degree - 20 Master’s Degree - 30 Doctorate Degree - 50

- Studies to be reviewed must be within the last 5 years while for theories/principles, there shall be no restriction as to the date of publication. - Secondary citations shall be limited to two (2) only for all levels (BS, MA, Ph D) - Reviews from Wikipedia are not acceptable

25. Degree

The degree shall be based on what is approved by the Board of Regents.


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A FINAL NOTE

The graduate education experience is an opportunity for scholarly

pursuits within a guided and supportive environment. It is a necessary stage in

one’s career towards transition to the professional world and research

community. The academic community provides the necessary scaffolding that

allows the student to mature to a level of intellectual, professional, and personal

as a result of the opportunities and challenges presented to them.

It is not surprising to hear graduate students and alumni tell of their

stories undergone in the graduate program that has stimulated their desire for

advancing their knowledge and developing their skills in their respective while

building their own circle of peers and networks for future curricular and research

undertakings.

Indeed, it is one of the most challenging, yet exciting periods in the life of

a professional who wish to make a difference in his career and in the community.

A sense of fulfillment usually follows from one’s graduation in the graduate

school and a sense of responsibility for humanity.

We hope that the information provided in this document will help

students make their way in the graduate school and make the best of their

programs.

It is also worth noting that not only students benefit from the graduate

experience but also for the faculty and adviser who get the chance to mentor

students and contribute in shaping the character and career of their mentees and

advisees. Aside from providing an avenue for sharing expertise and a forum for

one’s advocacy, professional satisfaction of the faculty also comes in meeting

many a great minds who challenge and whet the intellectual appetite. It is also a

rewarding experience to see every graduate student mature and transform into

more effective and productive professionals and citizens of the society. And

usually, collegiality develops into a lasting relationship between the faculty and

student to become lifelong partners in many scholarly and professional pursuits

and undertakings.

May the information provided in this document help advisers and

graduate programs anticipate the needs of their students in order to provide them

the best environment possible and to make their mark in the graduate education.

Lastly, let this handbook inspire us to continue creating possibilities…


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The Board of Regents

HON. PATRICIA B. LICUANAN

Chairman, Commision on Higher Education

HON. RUPERTO S. SANGALANG Chairperson-Designate / Commissioner, Commission on Higher Education

HON. BENJAMIN P. SAPITULA

Vice Chairperson / President, DMMMSU

HON. PILAR JULIANA "PIA" S. CAYETANO

Member / Chairman, Senate Committee on Education, Culture & Sports (Senator)

HON. RAMON T. ROMULO

Member / Chairman, House Committee on Higher & Technical Education (Congressman, District of Pasig)

HON. JUAN B. NGALOB

Member / Regional Director NEDA I

HON. VALENTINO C. PERDIDO

Member / Regional Executive Director, DA I

HON. ELSA R. CHAN

Member / Regional Director, DOST I

HON. MARDAVE S. MARTINEZ

Member / Representative, Private Sector

HON. ELISEO O. LARON, SR.

Member / Representative Private Sector

HON. SANTIAGO B. ABUBO

Member / President, DMMMSU-Faculty Association

HON. GABRIEL A. SOTTO

Member / President, DMMMSU Alumni Association

HON. ACE T. CEREMONIA

Member / President, DMMMSU University Student Council

DR. ANTONIO O. OGBINAR

Board Secretary / University Secretary & Executive Assistant


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The College of Graduate Studies ADMINISTRATION

ATTY. BENJAMIN P. SAPITULA

University President

HONORIO C. BUCCAT, Ph. D. Vice President for Academic Affairs

INOCENCIO D. MANGAOANG, JR., Ph. D.

Chancellor

EMMANUEL J. SONGCUAN, Ph. D. Dean

PROGRAM COORDINATORS

MANUEL T. LIBAO, Ed. D. – Doctor of Philosophy Programs REMEDIOS C. NEROZA, Ed.D.– Master of Arts Programs

CURRICULUM ADVISERS

TESSIE Q. PERALTA, Ph. D. – Ph.D SciEd/MASE ELIGIO B. SACAYANAN, Ed.D.–Ph. D. Edad/MAEdM

DELIA V. EISMA, Ed. D. - Ph.D. Math/MAME MARCELINA H. AYSON, Ed. D.-MAGAC

LORNA S. AREOLA - MATM ANTONIO V. CALICDAN, Ed. D. - MAPE

BENJAMIN H. VALDEZ, Ed. D. –MDA DIVINA G. NAOE - MASPED

FE M. TANGALIN, Ph. D. – MALT ELIZABETH I. OLARTE, Ph. D. – MSBio/MBio

Facilitators/Advisers

Instruction JOANNE C. RIVERA, Ph. D. Research ELIGIO B. SACAYANAN, Ed. D. Extension DIEGO A. WAGUEY, Ph. D. Planning and Development BENJAMIN H. VALDEZ, Ed. D. Student Affairs and Services PEARL NATALIE B. ESTRADA, MS Career Placement/Alumni Affairs REMEDIOS C. NEROZA, Ed. D. Student Body Organization ELIGIO B. SACAYANAN, Ed. D. Student Publication JESUS RAFAEL JARATA

Support Staff

Head Library Services- NANCY F. GALBAN, Ph.D.EdAd REBECCA E. FLORENDO, Administrative Aide VI (In-Charge Student Accounts)

JOCELYN R. MONGE, Administrative Aide IV (In-Charge Student Records) RHODA E. SABANGAN, Administrative Aide IV (CGS Secretary)

JASON VENTURA, Office Aide


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For queries and information, contact:

Don Mariano Marcos Memorial State University South La Union Campus

COLLEGE OF GRADUATE STUDIES Agoo, La Union

Telefax No. (072) 710-7959 email address: [email protected]

Website: dmmmsu-sluc.com

mailto:[email protected]

the graduate studies handbook

Education

administrative aide iv

hindu arabic form

bona fide students

grade point average

provide advanced instruction

cgs academic council

oral examination committee

graduate program committee