Republic of the Philippines

LYCEUM-NORTHWESTERN UNIVERITY
Dagupan City, Pangasinan
Institute of Graduate and Professional Studies
Semi-Final and Final Examination in Program Instruction

Final Design
of Curriculum
for L-NU
MED-ENGLISH
Submitted by:

SANTOS, MELINDA C.
BALISI, GLENAFE F.
JIMENEZ, REGINA G.
Med-English

Submitted to:

DR. RELLY RACHELLE ABALOS

Professor
I. PLANNING & DESIGNING
A. Technical Committee

Active participation of stakeholders is pivotal in shaping and crafting a curriculum. The

identification and inclusion of pertinent stakeholders guarantee that the curriculum addresses
diverse perspectives and is in harmony with the objectives and principles of the educational
institution. Below are the key participants in the curriculum development journey:

1. Academic Leadership

a. University Administration: They're like the guiding force, providing the support and
resources needed to make things happen.

b. Dean or Head of Department: Think of them as the guardians of the department,

overseeing the process with a keen eye.

2. Faculty Members

a. Subject Matter Experts: They're the knowledge wizards, ensuring that what goes into
the curriculum is top-notch and up-to-date.

b. Teachers/Instructors: Picture them as the storytellers, sharing their experiences and

insights into effective teaching.

3. Students

a. Current Students: The real-life experience narrators, sharing their thoughts on what
works and what doesn't in their learning journey.

b. Alumni: They're like the success stories, helping us understand how well the
curriculum prepares students for life beyond academia.

4. Accreditation Bodies

a. Commission on Higher Education (CHED) or other Accreditation Agencies: Consider

them as the quality assurance team, making sure everything meets the high standards.

5. Community Representatives

a. Local Community Leaders: They're the community storytellers, sharing what matters
most to the people around.

b. Parents/Guardians: Think of them as the curriculum guardians, making sure

educational values are in line with family values.

6. Government Bodies

a. Ministry of Education or Education Department: They're like the educational compass,

ensuring the curriculum aligns with national goals.

7. Pedagogical Experts

a. Curriculum Design Specialists: Picture them as the architects, designing the blueprint
for effective learning experiences.
 8. Technology Experts

a. IT Professionals: Consider them as the tech whisperers, advising on how to infuse just
the right amount of technology magic into the curriculum.

9. Faculty Development Office

The Faculty Development Office is not typically considered a "technical committee" in

the traditional sense; it can indeed play a critical role in supporting faculty members as they
engage in curriculum development. They are responsible for trainings, workshops, Professional
Development Programs, and Technology Integration.

10. Curriculum Development Committee

The Curriculum Development Committee serves as a key technical committee in the

process of creating a university curriculum. This committee is responsible for coordinating the
efforts of various stakeholders to design, review, and refine the curriculum.

11. Curriculum Implementation Team

The Curriculum Implementation Team is a critical component in the process of bringing a

university curriculum from planning to execution. This team ensures that the curriculum is
effectively implemented in a way that aligns with the goals and objectives set during the
development phase.

12. Curriculum Evaluation Team

The Curriculum Evaluation Team is a crucial component in the ongoing process of

assessing the effectiveness of a university curriculum. This team is responsible for systematically
evaluating various aspects of the curriculum to ensure its alignment with educational goals and to
identify areas for improvement

13. Communication Team

Communication Team may not typically be considered a technical committee in the

traditional sense, its role is instrumental in ensuring effective communication throughout the
curriculum development process. Clear and transparent communication is crucial to the success
of any educational initiative.

14. Monitoring & Evaluation Team

The Monitoring and Evaluation Team plays a crucial role in assessing the effectiveness of
a university curriculum. This team ensures that the goals set during curriculum development are
met, identifies areas for improvement, and provides valuable feedback for ongoing enhancement.
 15. Quality Assurance Office

The Quality Assurance (QA) Office plays a vital role in ensuring the overall quality and
adherence to standards in the development and implementation of a university curriculum.

16. Academic Affairs Office

Creating a curriculum for a university is a complex and collaborative process that

involves various stakeholders, including faculty members, administrators, and representatives
from different departments. The Academic Affairs Office often plays a crucial role in
coordinating and overseeing the curriculum development process

17. Resource Management Office

The Resource Management Office plays a crucial role in supporting the curriculum
development process at a university by ensuring that the necessary resources are available and
efficiently allocated.

18. Assessment & Evaluation Committee

The Assessment and Evaluation Committee plays a critical role in ensuring the quality,
effectiveness, and continuous improvement of a university curriculum. They clearly define the
goals and objectives of the assessment process. Determine what aspects of student learning and
program effectiveness will be assessed. Ensure that the assessment strategies align with the
stated learning outcomes of the curriculum. Develop assessment methods that measure the
achievement of program goals and identify and develop a variety of assessment tools and
methods, including exams, projects, presentations, portfolios, and other means of evaluating
student performance.

B. CHED PSG

To harmonize the curriculum effectively, it is essential to reference the legal foundation

established by CHED Memorandum Order No. 15, Series of 2019, which specifically addresses
the Policies, Standards, and Guidelines for Graduate Programs. This memorandum, issued by the
Commission on Higher Education (CHED), delineates the essential frameworks and criteria that
govern the development and implementation of graduate-level educational programs. By
presenting and adhering to the stipulations outlined in this memorandum, educational institutions
can ensure that their graduate programs align with the established standards set forth by CHED.
This legal basis serves as a crucial reference point, guiding the meticulous design and execution
of graduate-level curricula in accordance with the overarching policies and directives of the
Commission.
C. MEd-ENGLISH VMVO Based on the L-NU VMVO

Lyceum-Northwestern University Master of Education in English (MEd-Eng) Program

VISION

The MEd-English program strives to be a global community of educators who are at the
forefront of integrated, flexible learning, research, innovation, and sustainable public
involvement. This is in line with our university'’ Vision 2020, which we enthusiastically
embrace.

MISSION

MEd-English program is all about creating a lively learning space. We want to boost educators to
shine worldwide, making sure they carry compassion, responsibility, and a strong commitment to
being great citizens.

VALUES

Rooted in the core values of Excellence, Professionalism, Integrity, Creativity, and Spirituality,
the MEd-English program seeks to embody these principles in every aspect of its curriculum,
teaching methods, and interactions within the academic community.

OBJECTIVES

1. Teaching Excellence:
 Provide top-tier education for undergraduates and graduates.
 Empower students with innovative teaching.
 Develop faculty leaders in teaching, research, and public engagement.

2. Research Excellence:
 Cultivate an active research community.
 Inspire innovations and technologies.
 Strengthen University knowledge through cutting-edge research.

3. Public Engagement Excellence:

 Optimize contributions for community betterment.
 Direct knowledge and skills towards development.

4. Governance and Stewardship Excellence:

 Enhance program policies, systems, structures, and processes.
 Promote effective governance supporting the University'’ mission.

In essence, the MEd in English program aims to excel in education, embodying our university'’
vision, mission, values, and objectives, making a meaningful impact on educators and the
communities they serve.
D. PEDAGOGICAL MODEL

Pedagogical model for the Master of Education (MEd) program majoring in English,
integrating the curriculums from the University of East (Local) and the University of Houston
(International)

- Produce highly qualified educators

1. PROGRAM GOALS - Advanced knowledge in English education
- Local and global perspectives

2. PEDAGOGICAL APPROACHES -Global Pedagogy

- Cross-Cultural Competence
3.ASSESSMENT METHODS -Varied Assessments
-Language Proficiency Assessment
4. SUPPORTIVE LEARNING - Inclusive Practices
ENVIRONMENT - Cultural Sensitivity Training

5.CONTINUOUS IMPROVEMENT AND - Feedback Mechanisms

EVALUATION - Quality Assurance

6.COMMUNITY ENGAGEMENT -Local and International Partnerships

- Community Engagement Projects
7. IMPLEMENTATION AND MONITORING -Pilot Programs
- Monitoring and Evaluation
8. COLLABORATION AND NETWORKING -Global Networking Opportunities
- Collaborative Projects
1. UNIVERSITY OF THE EAST CURRICULUM- Med English (Local)
2. UNIVERSITY OF HOUSTON CURRICULUM (International)
E. TABLED CURRICULUM

a. Column 1- Present Curriculum of Med English at Lyceum Northwestern University

b. Column 2- Proposed Curriculum of Med English at Lyceum Northwestern University

Core Courses (12 units): UNITS

Mphm 01 Foundations of Education 3

Mphm 02 Multimedia in Education 3

Mphm 03 Statistical Methods Applied to Research 3

Mphm 04 Research Methods across Disciplines 3

Major Courses (18 units):

Mphm 05 Introduction to Descriptive Linguistics 3

Mphm 06 Structure of English 3

Mphm 07 Language Acquisition: Theory and Research 3

Mphm 08 Teaching English as a Second Language 3

Mphm 09 Production, Adaptation, and Evaluation of Language 3

Learning Activities

Mphm 10 Developmental Reading 3

Elective Courses (6 units):

Mphm 11 Teaching Reading, Literature, and Writing in a Bilingual Context 3

Mphm 12 American and European Literature 3

Comprehensive Examination (6 units):

Mphm 13 Action Research 3

Application of research skills to address practical issues in education.

Mphm 14 Case Writing in Education 3

Development of case studies related to educational practices.

Total Credits: 42
c. Column 3-Justification of Changes

1.Alignment with Current We’ve updated our curriculum to make sure we’re in sync with the latest
Educational Standard standards and best practices in education. We want our graduates to step
into the field feeling confident and well-prepared.

2. Integration of Multimedia In recognition of the growing role of technology in education, we’re

and Technology introducing a course on multimedia (Mphm 02). We believe this will
empower our students to use multimedia tools effectively in their
teaching practices.

3.Building Strong Research We understand the importance of research skills in today’s education
Foundations landscape. That’s why we’ve added courses (Mphm 03 and Mphm 04)
to enhance our students’ ability to conduct robust and interdisciplinary
research.

4. Focus on Descriptive The major courses now include a more focused study on descriptive
Linguistics linguistics (Mphm 05), acknowledging its importance in understanding
the structure and nuances of language.

5.Comprehensive Language Teaching a language involves more than just theory. We’re combining
Teaching the theory of teaching English (Mphm 08) with practical application and
assessment skills (Mphm 09) for a more holistic approach.

6. Expanded Elective Options The elective courses offer a broader range of choices (Mphm 11 and
Mphm 12), allowing students to tailor their education to specific
interests, including bilingual teaching and literature studies.

7. Emphasis on Developmental Mphm 10 (Developmental Reading) emphasizes the importance of

Reading: literacy development, aligning with research on the critical role of
reading skills in overall educational achievement.

8.Action Research Integration Our comprehensive examination now includes Mphm 13 (Action
Research) and Mphm 14 (Case Writing in Education), ensuring that our
graduates can apply their research skills to real-world educational
challenges

9. Optimizing Credit We’ve carefully balanced our credit distribution to create an efficient
Distribution for a Well- and well-rounded program. This ensures that our students get a
Rounded Experience comprehensive education without feeling overwhelmed.

10. Adapting to the Changing Education is dynamic, and so are we. These changes are our way of
Educational Landscape adapting to the evolving needs of the educational environment,
equipping our graduates for success in today’s diverse and fast-paced
world.
 II. IMPLEMENTING PHASE
A. Implementation Plan

CRITICAL ACTION RESPONSIBLE/ TIMEFRAME ESTIMATED BUDGET BUDGET SOURCE

ACCOUNTABLE UNIT
OUTPUT 1 Curriculum Development Workshop
Activity 1 Conduct a workshop to revise and Curriculum Development January 2024 10,000.00 Internal funding (allocated
develop the Master in Education- Committee from the university’s
English Curriculum. budget)
Activity 2 Seek feedback on the revised Curriculum Development January 2024 5,000.00 Internal funding (allocated
curriculum from stakeholders (faculty, Committee from the university’s
students, industry professionals) budget)
OUTPUT 2 Faculty Training on Revised Curriculum
Activity 1 Assess faculty members’ current skills Faculty Development February 2024 -none- -none-
and knowledge related to the revised Office
curriculum
Activity 2 Design and conduct workshops for Faculty Development March 2024 10,000.00 Internal funding (allocated
faculty members on the new Office from the university’s
curriculum and teaching budget)
methodologies
Activity 3 Provide resources and materials for Faculty Development April 2024 20,000.00 Internal funding (allocated
faculty development aligned with the Office from the university’s
revised curriculum. budget)
OUTPUT 3 Pilot Implementation Curriculum
Activity 1 Conduct a pilot implementation of the Curriculum June-July 2024 5,000.00 Internal funding (allocated
revised curriculum with a selected Implementation Team from the university’s
group of students and gather feedback. budget)
OUTPUT 3 Curriculum Evaluation
Activity 1 Evaluate the effectiveness of the Curriculum Evaluation August 2024 5,000.00 Internal funding (allocated
revised curriculum based on the pilot Committee from the university’s
implementation results and make budget)
 necessary adjustments.
OUTPUT 4 Final Curriculum Adjustment
Activity 1 Make necessary adjustments to the Curriculum Development September-October 8, 000.00 Internal funding (allocated
curriculum based on feedback and Team 2024 from the university’s
evaluation results. budget)
Activity 2 Seek necessary approvals from Accreditation Team November 2024 10,000.00 Internal funding (allocated
relevant academic bodies and from the university’s
accrediting agencies for the revised budget)
curriculum.
Activity 3 Communicate the changes to students, Communication Team December 2024 5,000.00 Internal funding (allocated
faculty, and other stakeholders and from the university’s
facilitate a smooth transition. budget)
OUTPUT 5 Formal Implementation of Revised Curriculum
Activity 1 Implement the revised curriculum of IGPS Dean’s Office January 2025 20,000.00 Internal funding (allocated
Master in Education-English (Year round) from the university’s
programs. budget)
OUTPUT 6 Continuous Monitoring and Evaluation
Activity 1 Establish a continuous improvement Monitoring and Evaluation Year round 15,000.00 Internal funding (allocated
plan, including regular reviews and Team from the university's
updates to ensure the curriculum budget)
remains relevant and effective.
 B. Academic Year

Implementation of Revised Curriculum for Academic Year 2025-2026

The proposed curriculum revision for the Master in Education - English Program at
Lyceum-Northwestern University aims to elevate the academic experience, aligning it with
contemporary educational trends and fostering a more holistic and globally competitive approach
to English language teaching. The implementation of the revised curriculum Med-English will be
on the upcoming academic year 2025-2026 which is a strategic endeavor aimed at enhancing the
quality of education, meeting contemporary demands, and providing students with a
comprehensive and relevant learning experience. The academic year slated for implementation of
the revised curriculum marks a transformative phase in educational approach. This
comprehensive overhaul is designed to equip educators with the latest pedagogical approaches,
linguistic theories, and technological advancements, ensuring graduates are not only well-versed
in traditional teaching methodologies but also adept at navigating the complexities of modern
education.
II. MONITORING PHASE
A. Monitoring Plan

COMPONENT METRICS FREQUENCY RESPONSIBLE UNIT

Curriculum Delivery Classroom observations, Conducted quarterly Quality Assurance Office
course evaluations, and during the academic year
feedback from faculty
and students.
Student Performance Analysis of student At the end of each Academic Affairs Office
Assessment grades, performance on semester
assessments, and
feedback on learning
outcomes.
Faculty Development Participation in Monitored throughout the Faculty Development
professional development academic year Office
activities, completion of
training modules, and
feedback from faculty
members.
Resource Utilization Adequacy of teaching Assessed at the beginning Resource Management
resources, including and midpoints of the Office
textbooks, technology, academic year
and library materials.
Assessment and Analysis of assessment Conducted annually Assessment and
Evaluation Procedures methods, feedback Evaluation Committee
mechanisms, and
alignment with learning
objectives
Student Support Services Utilization of support Assessed quarterly Student Affairs Office
services, student
feedback on counseling,
tutoring, and career
guidance.
Stakeholder Feedback Input from students, Conducted semi-annually Curriculum Development
faculty, employers, and Committee.
alumni through surveys,
focus groups, and
feedback sessions.
Continuous Improvement Identification and Continuous throughout Quality Assurance Office
Initiatives implementation of the academic year in collaboration with
improvement actions relevant departments
based on monitoring
outcomes.

B. Timeline, Stages and Expected Outcomes

TIMELINE STAGES EXPECTED OUTCOMES

Curriculum Design Workshop Development of a comprehensive
and revised English curriculum
Faculty Training on Revised Faculty equipped with the
Curriculum knowledge and skills to deliver the
revised curriculum
Pilot Class Formation Formation of a pilot class for
Pre-Implementation Phase testing the new curriculum
Development of Teaching Creation of aligned teaching
Resources materials for faculty
Assessment and Evaluation Establishment of a plan for
Planning continuous assessment and
evaluation
Full-scale Curriculum Rollout Successful implementation of the
revised curriculum of MED-
English program
Continuous Faculty Development Ongoing professional development
for faculty members
Formal Implementation Phase Monitoring and Evaluation Implementation of a robust system
for monitoring and evaluation
Student Support Services Improved support services for
Enhancement students
Stakeholder Feedback Sessions Regular feedback from
stakeholders to inform continuous
improvement

IV. REVIEWING/EVALUATION
A. Evaluation Criteria and Standards
1. Technical Committee
a. Academic Leadership
Criteria:
 Regular and active involvement of University Administration and Head of the
Department in the curriculum development process.
 Adequate provision of resources and support by the University Administration.

b. Faculty Members
Criteria:
 Inclusion of Subject Matter Experts and experienced Teachers and Instructors.
 Ensuring the curriculum content align with current knowledge and teaching practices.

c. Students

Criteria:
 Involvement of both current students and alumni to provide diverse perspectives.
 Mechanisms for integrating student feedback into curriculum design.

d. Accreditation Bodies

Criteria:
 Alignment with CHED Memorandum Order No. 15, Series of 2019.
 Clear demonstration of meeting accreditation standards.

e. Community Representatives

Criteria:
 Inclusion of input from local community leaders and parents/guardians.
 Ensuring the curriculum reflects community values and contributes to community
development.

f. Government Bodies

Criteria:
 Ensuring the curriculum aligns with national educational goals.
 Adherence to directives from the Ministry of Education or Education Department.

g. Pedagogical Experts

Criteria:
 Inclusion of Curriculum Design Specialists and Technology Experts.
 Demonstrating a thoughtful and innovative curriculum design.

h. Curriculum Development Committee

Criteria:
 Inclusion of Stakeholders. Evaluate the committee's ability to actively involve
diverse stakeholders, including academic leaders, faculty members, students,
alumni, accreditation bodies, community representatives, government bodies,
pedagogical and technology experts.
  Alignment with CHED PSG. Assess how well the committee adheres to CHED
Memorandum Order No. 15, ensuring compliance with policies, standards, and
guidelines for graduate programs.
 Innovation and Adaptability. Evaluate the committee's approach to
incorporating innovative elements, such as multimedia and technology, and its
adaptability to the changing educational landscape.

i. Faculty Development Committee

Criteria:
 Training Programs. Assess the effectiveness of faculty training programs in
aligning with the new curriculum, including global pedagogy, cross-cultural
competence, and technology integration.
 Inclusive Practices. Evaluate initiatives to promote inclusive practices and
cultural sensitivity training among faculty members.
 Feedback Mechanism. Review mechanisms in place for faculty feedback and
continuous improvement in teaching methods.

j. Curriculum Implementation Team

Criteria:
 Effective Execution. Evaluate the team's ability to execute the curriculum
changes efficiently and according to the proposed timeline.
 Resource Allocation. Assess how well resources, including multimedia tools and
technology, are allocated for effective implementation.
 Support Faculty. Evaluate the team's support systems in place to help faculty
members navigate the changes in the curriculum.

k. Accreditation Team
Criteria:
 Compliance. Assess the team's efforts to ensure the curriculum aligns with
accreditation standards set by CHED and other relevant bodies.
 Quality Assurance. Review the implementation of quality assurance measures to
maintain and enhance the curriculum's standards over time.
l. Communication Team
Criteria:
 Stakeholder Communication. Evaluate the team's communication strategies to
effectively convey changes to stakeholders, including students, alumni,
community representatives, and parents/guardians.
 Transparency. Assess the transparency of communication regarding curriculum
changes and the reasoning behind those changes.
 Engagement. Review initiatives to engage stakeholders in discussions and gather
their input.

m. IGPS Dean’s Office

Criteria:
  Alignment with University Mission. Evaluate how well the office ensures the
alignment of the MEd-English program with the university's Vision 2020.
 Implementation Oversight. Assess the office's role in overseeing the effective
implementation of the curriculum changes.
 Promotion of Excellence. Review initiatives to promote excellence in education,
research, and public engagement as outlined in the program's objectives.

B. CHED PSG
Criteria:

 Clear reference and adherence to CHED Memorandum Order NO. 15, Series of 2019.
 Demonstration of how the curriculum aligns with CHED's Policies, Standards, and
Guidelines for Graduate Programs.

C. MeD-ENGLISH VMVO Based of the L-NU VMVO:

Criteria:

 Clear alignment of the MEd-English VMVO with the overarching university vision,
mission, and values.
 Clearly stated and measurable objectives for teaching, research, public engagement,
and governance.

D. Pedagogical Model
Criteria:

 Clear alignment of program goals with the pedagogical model.

 Inclusion of global perspectives and cross-cultural competence in the pedagogical
approaches.

E. Tabled Curriculum

1. Present and proposed curriculum:

Criteria:

 Clear presentation of the current and proposed curriculum.

 Justification for changes is provided in a transparent manner.

2. Justification of Changes
Criteria:

 Justification for changes is provided in a transparent manner.

 New courses align with the evolving needs of the educational landscape.
 Credit distribution is well-balanced for a comprehensive and efficient program.
V. REVISING

SETTING OF PLANS

I. PRE-IMPLEMENTATION PHASE: (Months 1-3)

1. Orientation and Training

 Conduct orientation sessions for faculty members, highlighting the vision,
mission, and values of the program.
 Provide training on the new curriculum structure, pedagogical model, and
assessment methods.
 Familiarize faculty with the CHED Memorandum Order No. 15, Series of 2019,
and its implications on the curriculum.

2. Stakeholder Engagement
 Communicate changes to students, alumni, and community representatives
through information sessions.
 Establish a feedback mechanism for stakeholders to express concerns and
suggestions.

3. Resource Allocation
 Ensure necessary resources, including multimedia tools and technology, are
procured and made available.
 Allocate resources for faculty development programs and training.

II. IMPLEMENTATION PHASE: (Months 4-18)

1. Course Development and Review

 Faculty collaboratively develop new courses and review existing ones based on
the proposed curriculum.
 Incorporate multimedia tools and technology in course content, as per Mphm 02

2. Faculty Empowered
  Conduct workshops on effective teaching methodologies, emphasizing global
pedagogy and cross-cultural competence.
 Provide ongoing support for faculty members to integrate technology effectively
in their teaching.

3. Assessment Integration
 Implement varied assessments, including language proficiency assessments, as
outlined in the curriculum.
 Ensure faculty members are trained on the new curriculum.

4. Supportive Learning Environment

 Introduce inclusive practices and cultural sensitivity training across all courses.
 Establish mechanisms for providing additional support to students with diverse
learning needs.

III. Continuous Improvement and Evaluation: (Month 19-24)

1. Feedback Mechanisms
 Establish mechanisms for providing additional support to students with diverse
learning needs.
 Analyze feedback to identify areas for improvement and make necessary
adjustments.

2. Quality Assurance
 Conduct periodic reviews to ensure the curriculum continues to meet accreditation
standards.
 Implement changes based on quality assurance findings.

3. Community standards
 Facilitate local and international partnerships as part of community engagement
projects.
 Measure the impact of the program on community betterment.

IV. Monitoring and Evaluation: (Month 25-30)

1. Pilot Programs
 Implement pilot programs for new courses to identify any potential challenges.
 Collect feedback from faculty and students for further refinement.

2. Monitoring and Evaluation

  Regularly monitor the progress of the curriculum implementation against set
objectives.
 Evaluate the effectiveness of the curriculum in achieving its goals.

V. Collaboration and Networking

1. Global Networking Opportunities

 Facilitate collaborative projects with international partners.
 Encourage faculty and student participation in global networking opportunities.

VI. Documentation and Reporting (Throughout Implementation)

1. Documentation
 Maintain comprehensive documentation of curriculum changes, faculty training,
and feedback received.
 Document success stories and challenges faced during the implementation.

2. Reporting
 Provide regular reports to university administration, CHED, and other relevant
bodies.
 Share updates with stakeholders through newsletters, forums, or dedicated
communication channels.

VII. Adaptation to Changing Educational Landscape (ongoing)

Continuous Adaptation
 Stay informed about changes in the educational landscape and updates the
curriculum accordingly.
 Engage in ongoing professional development to ensure faculty members are well-
equipped to adapt.