The graduate studies handbook

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.

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

2

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 agroindustrial 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.


10

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


15

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 Officerin-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 (19931998). 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


16

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 CHEDadjudged 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


18

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


19

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

L
evel
I
II
III-1
III-2

Accreditation Status
Voluntary Accreditation
Formal Survey
Reaccredited status
Second Resurvey Visit
(Level III – Phase 1)
Level III – Phase 2

Actual Visit

Awarded

February 28 – March 1,
1995
June 16 -18, 1996
March 11-14, 1999
January 26-28, 2006

December 7,
1995
June 27, 1996
July 30, 1999
February 15,
2006
September 13,
2007

August 30, 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


23

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


24

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.


25

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


26

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.


27

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


28

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


29

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.


30

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


31

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


32

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
o
o
o
o
o
o
o
o
o

To orient students of their rights and responsibilities
To impose standards of acceptable and ethical behavior, expectations of
graduate study, accepted practice within the field
To provide assistance that will ensure student’s survival and successful
completion of degree
To assist in matching the student and adviser and encourage high
standards of student mentoring
To offer counseling to students and/or faculty when difficulties arise
To establish an appeals process for cases of conflict between students
and faculty
To regularly review each student’s progress and to share the results of
the review with the student
To insist upon academic integrity and professional and ethical conduct
To develop procedures to ensure that grades, letters of recommendation,
and examination results are kept confidential
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:


33

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.


34

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
o

To establish guidelines concerning normal progress in the graduate
program
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 degreeseeking 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


35

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


36

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.


37

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.


38

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 technicallyoriented 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


39

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
Author of IM (professor)
Administrative Cost

(40%)
(50%)
(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.


40

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.


41

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:


42

Before the start of classes…………………………..
Within one week after opening of classes………. ..
st
Within the 1 month of classes…………………….
st
After the 1 month of classes………………………

90%
75%
50%
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:


43

Master’s Level
Two
One
One

Discipline
Major-Field
Foundation/ Core
Elective/Cognate

Doctoral Level
Two
Two
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.


44

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
Two
One
One
One

Discipline

Doctoral Level

Major Field
Foundation
Elective/Cognate
Expert Evaluator

Two
Two
One
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
Members
Administrative Cost

–
–
–

37%
57%
5%


45

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
1.25
1.50
1.75
2.00
5.00

–
–
–
–
–
–

Excellent
Very Good
Good
Satisfactory
Passed
Failed

98-100
95-97
92-94
89-91
86-88
85 and Below

A+
A
AB+
B
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.


46

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
Dean
Curriculum Adviser, Registrar &
General Fund for the University

–
–
–

75%
10 %
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.


47

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


48

 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
semester/term.

examination

shall

be

scheduled

once

every

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.


49

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.


50

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
2 HB & 1CD-RW- CGS Dean’s Office

1 HB - Adviser
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.


51

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
th
Records shall be the 16 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
Benemiritus
Meritus

(Excellent)
(Very Good)
(Good)

1.03 to 1.00
1.06 to 1.04
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.


52

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


53

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


54

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:


55

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


56

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;


57

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.
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.

1.2.2

Teaching experience

Others, as applicable

Graduate of MS/MA related courses directly related to the
subject may be considered for accreditation and should be
subjected to the approved process.


58

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