COURSE SYLLABUS

Course Code/Name ELM 611: Curriculum Management and Implementation

VISION

An internationally recognized private non-sectarian university committed to academic excellence, transformational and
innovative education.

MISSION
To attain its vision, the University lives-up to the following:

1. Build and embrace a sustainable research culture among students, faculty, and non-teaching staff in support of its
academic programs and community extension thrusts. RESEARCH

2. Develop the talents and potentials of the students towards the practice of professions to be responsive to the changing
local and global industry requirements. INSTRUCTION

3. Capacitate a community guided by the university extension program and be a catalyst for social transformation.
EXTENSION

4. Develop a community of God-centered, nationalistic, and globally competitive professionals with proactive values and
attitudes. VALUES

MISSION
INSTITUTIONAL LEARNING OUTCOMES
1 2 3 4
Few years after graduation, the graduate should:
1. LEADERSKIP SKILL. Work collaboratively and proactively in multidisciplinary and multicultural
√ √ √ √
teams and take leadership roles with a deep sense of integrity, duty and responsibility.
2. ENTREPRENEURIAL SKILL. Exhibit entrepreneurial competence by creating business ideas and
manage the functional areas (operation, marketing, finance, human resource) and other business √ √ √ √
strategies for economic and social development.
3. ANALYTICAL AND CREATIVE THINKING SKILL. Exercise critical and creative thinking in providing
√ √ √ √
strategic solutions and informed decisions to creatively tackle discipline-related problems.
4. DIGITAL PROFICIENCY SKILL. Demonstrate literacy, fluency, and mastery of the digital landscape
√ √ √ √
and of various innovative applications of technology for effective professional practice.
5. DATA ANALYTICS SKILL. Apply data-based reasoning in professional practice by accurately and
proficiently translating data into abstract concepts using computing technology tools to optimize √ √ √ √
industry operations.
6. COMMUNICATION SKILL. Communicate clearly and effectively using written, oral, and non-verbal
communication through mastery of the five-macro skills (listening, reading, writing, speaking √ √ √ √
viewing).
7. PROACTIVE ATTITUDE SKILL. Adapt positive, reflective, and respectful professional behavior by
recognizing different value systems, undertaking controllable actions, and formulating innovative √ √ √ √
solutions to future challenges.

Program Educational Objectives and Relationship to the Institutional Learning Outcomes

I. PROGRAM EDUCATIONAL OBJECTIVES Institutional

Learning Outcomes
The Doctor of Education program aims to produce educators who: 1 2 3 4 5 6 7

1. demonstrate highly advanced systematic knowledge and skills on the theoretical foundations of
education, specifically in the areas of educational leadership, policy development, instructional √ √
design, and curriculum development; (PQF LEVEL 8)
2. manifest research competencies sufficient to design, conduct, analyze and produce multi-
disciplinary and more complex quantitative and qualitative research on various topics of relevance; √ √ √ √ √
(PQF LEVEL 8)
3. demonstrate teaching competencies sufficient to design, deliver, monitor and revise instruction at
√ √ √ √ √
the undergraduate and/or graduate level on a particular content of relevance; (PQF LEVEL 8)
4. demonstrate leadership behaviors such as effective strategic thinking/planning, collaboration,
√ √ √ √
problem solving, and consensus building. (PQF LEVEL 8)
5. demonstrate significant level of expertise-based autonomy and accountability to professional
leadership for innovation, research and/or development management in highly specialized or
√ √
interdisciplinary or multi-disciplinary field. (PQF LEVEL 8) √ √ √ √ √

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Program Outcomes and Relationship to Program Educational Objectives

II. PROGRAM OUTCOMES Program Educational

Objectives
Graduates of the Doctor of Education program are expected to:
1 2 3 4 5
1. utilize complex research/creative work and/or professional practice and/or the advancement of
learning with full independence in individual work and/or in teams of interdisciplinary or
√ √ √
multidisciplinary setting to guide organizations through strategic planning, integrating innovative
strategies for teaching and learning. √ √
2. apply of more complex setting that demands leadership in research and creative work with
√ √ √
strategic value added.
3. provide school and instructional leadership by effectively managing the operations of academic
institutions, creating a student-centered learning climate, and manifesting positive personal and √ √ √ √ √
professional attributes.
4. utilize the principles and models of organizational leadership to manage organizations, promote
√ √ √
positive human relationships and facilitate change for holistic organizational development.
5. apply statutory and regulatory policies mandated by governing bodies to address legal and
√ √ √
organizational issues.
6. conduct studies and evaluate current research, utilizing a wide array of statistical tools to analyze
√ √ √ √
and solve complex organizational and instructional issues within an educational organization.
7. develop an evolving personal leadership style based on sound ethical and moral principles. √ √ √

III. Course Information

Course Code ELM 611
Course Title Curriculum Management and Implementation
Credit 3 units
Pre-Requisite
Co-Requisite
Duration 1 trimester
Course Description This course is designed to enable students gain more knowledge on curriculum management and its
implementation. This also includes the changing nature of curriculum, and its impact in the
educational scenario during its transformation over time. Essential elements of curriculum, the basic
tasks of its development, as well as management planning are also emphasized in order to fully
understand the course. Instructional matters, and some issues concerning curriculum management,
and different implementation strategies are also integrated in order to completely cover the designed
outcome of the course.

IV. Course Outcomes (COs) and Relationship to Program Outcomes:

Course Outcomes (CO) Program Outcomes*
The student should be able to: 1 2 3 4 5 6 7
Present challenges in curriculum development and implementation, including the roles
1 of the various stakeholders in decision-making about curriculum, the pros and cons of I E D I D E E
a national curriculum, and the characteristics of quality learning experience.
Evaluate a developed curriculum of a particular program emphasizing its strengths and
2 areas for improvement. E E E D E E D
3 Design guidelines in the conduct of curriculum development and implementation. E D D D E E I
Demonstrate an appreciation in the continuous and regular curriculum evaluation as
4 basis of the curriculum design/development. D I D E D D D

* Level: I – Introductory E-Enabling D-Demonstrating

V. MODE OF COURSE DELIVERY

Synchronous:
• Real time/virtual class using TEAMS
• Engagement of course content discussion
Asynchronous: Individualized learning using https://access.uv.edu.ph/

VI. Contact Hours and Indicative Student Workload

Synchronous : 21 contact hours
Asynchronous: 33 hours
Individualized learning shall be allotted in the preparation for the course, reading of the provided instructional materials, and
review of lecture/cases, assessment/activities and other learning resources to be accessed through the
https://access.uv.edu.ph/

VII. Faculty Information

Name of Faculty

Email Address Mobile No.

Class Schedule Consultation

Schedule
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VIII. Course Coverage

Teaching -
Wk/ Assessment
Topics Intended Learning Outcomes Learning CO
Hrs Task
Activity
By the end of conducting independent study
the student will be able to:
Focused
The Field of
group sharing
Curriculum - examine the different approaches of
and
-Curriculum designing a curriculum.
discussions
Approaches Critique
Wk 1 -Curriculum Domains -explain why curriculum development, guidelines in
Individual 1,2,3
6hrs -Theory and Practice curriculum design, and planned unplanned curriculum
Topic
-The Roles of the curriculum are crucial curriculum knowledge development
Presentation
Curriculum Workers domains.
Peer
-share best practices in curriculum
Feedback
development after presenting the roles of the
curriculum workers.
Philosophical After conducting an independent study of the
Foundations of outlined topics, the students will be able to:
Research and
Curriculum
Presenting
-determine the driving purpose of education
-Philosophy and as well as the roles of the various
Individual
Curriculum stakeholders evidently.
Wk 2 Oral Topic
-Historical Foundations
presentations Presentation 2,3
of Curriculum -appraise the impact of the philosophical
6hrs
-Psychological foundations in the currently implemented
Foundations of curriculum.
Peer
Curriculum
Feedback
-Social Foundations of -select and adjust the curriculum design that
Curriculum fits to the needs of the target stakeholders.

After presenting the principles of curriculum,

the students will be able to:

-develop an instructional design following the

backward design approach and/or other
Principles of instructional design principles that fil to the
Wk Curriculum target learners. Critique a Workshop on
3-4 designed curriculum
3,4
-Curriculum Design -assess a mapped curriculum in terms of curriculum design and
24hrs -Curriculum compliance with the principles of the development
Development curriculum principles.

-increase appreciation in the conduct of critical

examination of the academic program for the
purpose of optimizing student learning
experiences.
After presenting the various factors of
Principles of curriculum implementation, the students will
Curriculum be able to:
-Curriculum
Create an
Wk 5 Implementation -plan carefully the order of implementing the Workshop on
instructional 3,4
6hrs instructional design in which the learning course design
design
targets should be learnt.
-present coherently the instructional design
with the various factors that influence the
curriculum implementation.
Principles of After understanding the process of curriculum
Curriculum evaluation, the students will be able to:
-Curriculum Validation
-Curriculum Evaluation -present coherent recommendations as basis
Research and
for improving the process of validating and
Create Presenting
evaluating a curriculum.
Wk 6 guidelines in
6hrs curriculum Peer
1,2,3,4
- increase appreciation in the regular conduct
development Feedback
of curriculum validation and evaluation for the
purpose of optimizing student learning
experiences.

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 Teaching -
Wk/ Assessment
Topics Intended Learning Outcomes Learning CO
Hrs Task
Activity
*The total of 54 hours consist of both synchronous and asynchronous activities including time consumed for assessment tasks.

IX. Grading System

Actual Percentage Transmuted Grade Remarks Actual Percentage Transmuted Grade Transmuted Grade
Grade Grade
100% 1.0 Passed 88-89% 1.6 Passed
98-99% 1.1 Passed 86-87% 1.7 Passed
96-97% 1.2 Passed 84-85% 1.8 Passed
94-95% 1.3 Passed 82-83% 1.9 Passed
92-93% 1.4 Passed 80-81% 2.0 Passed
90-91% 1.5 Passed Less than 80% 2.1 to 5.0 Failed
A grade of “INC.” shall be given to a student who has a passing grade in a particular course but failed to take the final examination or failed to
submit certain academic requirements such as term papers, research report, etc. An “INC” must be completed within one year, otherwise, the
INC shall automatically become 5.0 or failure. The reckoning period of such shall be after the term when the course was enrolled.

Components of Periodic Assessment

The components of Periodic Assessment shall be as follows:
General and Professional
Major Written Exams (Term Examinations) - 40%
Deportment - 10%
Progressive Assessment (quiz, reporting, symposium, workshop, others) - 30%
Total 100%
X. Classroom Policies
1. Attendance- Regular attendance of classes is required.
2. Submission of Assessment Tasks - Should be on time; late submittal of coursework’s will not be accepted, or where
there is a valid justification, its acceptance is upon the faculty discretion subject to reasonable grade penalties.
3. Major Examination -Will be administered as scheduled. No special exam will be given unless with a valid reason subject
to the approval of the Dean of the College.
4. Course Portfolio -Is required and will be collected at the end of the semester. Lost documents will not be given due
credit.
5. Language of Instruction-Lectures, discussion, and documentation will be in English except in Filipino Subjects.
6. Academic Integrity- Cheating during examination, copying another student’s assignment & report, submission of
reports copied from other sources/ materials (plagiarism) are strictly prohibited. Anyone caught guilty of any or all of
these violations will be sanctioned according to what is provided for in the Student’s Handbook.
7. Wearing of prescribed ID/ Dress and Grooming Codes-Wearing of the official prescribed uniform and ID inside the
University must be strictly observed. Fridays and Weekends are considered wash day; thus, proper dress code and
grooming is a requirement.
8. Grave misconduct -Any form of disrespect to your teacher or to others will not be tolerated and is meted corresponding
sanction.
9. Consultation Schedule- A consultation schedule with the instructor is posted at the Faculty Office. It is recommended
that the student avail of these services by setting an appointment to confirm the instructor’s availability.
XI. Resources and References

Prescribed Textbook/E-Book
Ornstein, A. C., and Hunkins, F. P. (2009). Curriculum: foundations, principles, and issues. 5 th
edition. Pearson Education, Inc.

Suggested Readings and References

PRINTED

Bauzon, P. T. (2009). Foundations of curriculum development and management. 2 nd edition. National

Bookstore.
Drake, S. M. (2012). Creating standards-based integrated curriculum: the common core state
standards edition. 3rd edition Corwin Sage.
Marsh, C. J., and Willis, G. (2003). Curriculum: alternative approaches, ongoing issues. 3 rd edition.
Merrill Prentice Hall.
Wiles, J., and Bondi, J. (2002). Curriculum development: a guide to practice. 6 th edition. Merrill
Prentice Hall.

WEBSITES

Great Schools Partnership (2015, August 12). Curriculum. The Glossary of Education Reform for
journalists, parents, and community members. Retrieved from
https://www.edglossary.org/curriculum/
Marcial, D. E. (2016). Curriculum mapping towards an outcomes-based education [PowerPoint
slides]. Slideshare. https://www.slideshare.net/demarcial/curriculum-mapping-61099233

Verified as to the Availability of Resources:

AILEEN BASIGA-CATACUTAN, MSLS

________________________________________

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Director of Academic Resource Center

Course Title: Date Effectivity: Prepared by: Approved by:

Sept. 15, 2022
Curriculum
Management and Date Revised:
Implementation Sept. 1, 2022 Faculty Dean

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