CAPIZ STATE UNIVERSITY

LEARNING
CONTINUITY PLAN
 TABLE OF CONTENTS

FOREWORD
INTRODUCTION
EXECUTIVE SUMMARY

SYSTEMS AND PROCEDURES FOR THE TRANSITION TO FLEXIBLE LEARNING 2

PROJECT IMPLEMENTATION DESCRIPTION 5
CURRICULUM MODIFICATION 6
RESOURCES AND SUPPORT SERVICES FOR STUDENTS AND FACULTY 8
POLICY ON INTELLECTUAL PROPERTY RIGHTS AND PLAGIARISM 10
CONSTANT DIALOG WITH LGU, REGIONAL IATF AND OTHER RELEVANT STAKEHOLDERS 12
SAFETY GUIDELINES DURING COVID-19 PANDEMIC (NEW NORMAL SETTING) 13
OVERVIEW AND ORIENTATION GUIDE FOR STUDENTS AND TEACHERS ON FLEXIBLE LEARNING 16
MECHANISMS FOR CONTINUOUS QUALITY IMPROVEMENT 17

APPENDICES
ACTUAL TEACHING PROCEDURE (FIRST MEETING MODULAR - WITH 21 YEARS OLD AND ABOVE) 20
ACTUAL TEACHING PROCEDURE (FIRST ONLINE CLASSROOM MEETING) 21
ACTUAL TEACHING PROCEDURE (MODULAR FOR BELOW 21 YEARS OLD) 22
ACTUAL TEACHING PROCEDURE (ASYNCHRONOUS ONLINE) 23
ACTUAL TEACHING PROCEDURE (SUCCEEDING MEETING-MODULAR 24
WITH 21 YEARS OLD AND ABOVE)
ACTUAL TEACHING PROCEDURE (SUCCEEDING ONLINE CLASSROOM MEETING) 25
APPLICATION FOR COMPREHENSIVE EXAM (GS) 26
ONLINE FACULTY MEETING 27
CONSULTATION/ADVISING (ONLINE) 28
CONDUCT OF COMPREHENSION EXAM 29
NOMINATION OF THESIS/DISSERTATION ADVISORY COMMITTEE (GS) 30
PRE-ORAL AND FINAL ORAL DEFENSE (GS) 31
PROPOSAL DEFENSE 32
TITLE DEFENSE (GS) 33
INSTRUCTIONAL PROCESSES IN THE NEW NORMAL INSTRUCTION 34
PREPARATION OF COURSE SYLLABUS 35
RELEASE OF ELECTRONIC CLASS CARDS 36
SIGNING OF CLEARANCE (FOR TEST PERMITS) 37
ASSIGNING OF TEACHING LOADS 38
NOMINATION OF THESIS ADVISORY COMMITTEE (UNDERGRAD) 39
PRE-ORAL AND FINAL ORAL DEFENSE (UNDERGRAD) 40
PROPOSAL DEFENSE (UNDERGRAD) 41
TITLE DEFENSE (UNDERGRAD) 42
 FOREWORD

C
apiz State University, just like other higher education institutions in the Philippines, was caught
in surprise by COVID-19. Face-to-face instruction was suddenly rendered obsolete, worst a threat
to the health of our learners. What was once lively campuses and classrooms filled with voices
and laughter have been eerily silenced by fear and uncertainty. This pandemic is a disruptive
force of nature and it has made us realized poignantly that our old ways are no longer applicable
in our present setting. We have no choice, but to embrace the New Normal or else we will be left behind.
The challenges of COVID-19 should not defeat us. Instead, it should serve as a rallying point for our efforts
and resources to be redirected in ways that would empower us to continue the delivery of our mandates
in instruction, research, extension, and production.

We face this challenge as a family. Capiz State University is one with the nation in facing the New
Normal with high hopes of new prospects and opportunities to serve our learners and the community.
Our Learning Continuity Plan is a product of our concerted efforts in becoming a resilient and responsive
higher educational institution. As we embark on this journey toward embracing blended learning, we do
not forget our disadvantaged learners due to the lack of access to technology. We are working towards
breaking down these barriers with our blended learning approaches that ensure every learner in CAPSU
gets the quality education that they deserve.

The New Normal gives us the opportunity to review essential conditions that are crucial towards
successful teaching and learning experience. Our collaborative networks and partnerships with parents,
the community, LGUs, and other government and non-government organizations have become more
crucial than ever as we consolidate our efforts to maximize learning in this time of the pandemic. Years
from now, we will look back at this phase in our history as just another chapter that pushed us to be better
than who we are.

EDITHA C. ALFON, PhD

SUC President III
 INTRODUCTION

A
midst this time of various challenges, threats, and uncertainties brought about by COVID-19
pandemic in the academe, the directive of the University is to ensure the health, safety, and
welfare of all its learners, teachers, and personnel, while also finding ways to assure that
learning will continue despite the challenges and restrictions. 
This directive provides direction
to the university on how to deliver blended education in this new normal situation without
sacrificing quality at all. 


To safeguard the delivery of quality education amidst this present pandemic crisis, this Learning
Continuity Plan is crafted. It spells out the direction and plan of the university in the coming school year
until such time that everything will be back to normal. May this plan become a big help in dispensing the
quadro-dimensional functions of the university such as instruction, research, extension, and production.
 EXECUTIVE SUMMARY

C
OVID-19 has significantly affected every aspect of life in ways one has never imagined. It is a
pandemic that made us unprepared and the gargantuan disruptions are seriously felt in every
sector in every walk of life.

The threat of infection and spread of this disease among the learners, the faculty, and staff
has compelled us to make a 360-degree shift in our policies and practices where teaching, learning, and
research are concerned. But as a higher education institution dedicated to delivering quality service to all,
Capiz State University cannot cease in its mandate. Cognizant to the policies set forth by CHED, DOH, IATF,
and other government agencies, the safety of everyone is our utmost priority. The shift from face-to-face
to blended learning is a must and several changes are made in the way the university delivers it services
and attains its functions. Thus, this Learning Continuity Plan is crafted and implemented as a guide as we
tread the challenging path paved by this New Normal.

This Learning Continuity Plan follows the template of the Commission on Higher Education, to provide a
blue print on the following aspects: systems and procedures for the transition to Flexible Learning; project
implementation description (including key people such as the project director/coordinator, what modality
of flexible learning options to use, and objectives amongst others); curricular modifications; reflecting
flexible learning strategies on content and use of learning materials and objects, teaching and learning
activities and requirements, evaluation/assessment, including that for OJT and practicum; resources and
support services for students and faculty; policies on Intellectual Property Rights (IPR), OER plagiarism,
attendance, reporting and updating, teaching complement; constant dialogue with the LGU, Regional IATF
and other relevant stakeholders to be updated and a possible partner in the preparation during the COVID
crisis situation considering the different situation of the Regions in the Philippines; health and safety
protocols in accordance with the Inter-Agency Task Force and Local Government Unit advisories; overview
and orientation Guide for Students and Teachers; and mechanisms for continuous quality improvement.

With this document, everyone at CAPSU is provided with new options that would ensure a smooth-
flowing transition in the New Normal, one that would guarantee a COVID-proofed teaching and learning
process amidst critical situations. With these practical and workable solutions, it is hoped that the
university will continuously cater the needs of all the stakeholders.
CAPIZ STATE UNIVERSITY

LEARNING
CONTINUITY PLAN
 SYSTEMS AND PROCEDURES FOR THE TRANSITION TO FLEXIBLE LEARNING
Learning continuity is a mandate that educational institutions need to perform despite pandemic and
calamities, that is, while there are disrupted classes there should be undisrupted learning. Consequently,
flexible learning has become the new context in the delivery of instruction. While this approach to learning
has been anticipated as largely challenging and demanding; nevertheless, it also entails progress in the
educational system. Flexible learning offers learners a variety of learning choices. It applies learner-
centered constructivism approach, which is the very framework of 21st century learning. Here, learners
take more responsibilities for their own learning, thus making them more aware of their progress in terms
of goal-setting, self-monitoring and making adjustments. The challenge, however, goes to the school in
terms of the provision of needed resources and the to faculty to promote active learning that is engaging
and effective.

This learning continuity plan for flexible learning largely defines the new normal in instruction, the
following systems and procedures aim to cover the following: the procedures for access to educational
programs, the spaces and time for learning to occur, the essential learning outcomes and how these will be
learned, the modes of delivery of instruction, the strategies that could be used for learning activities, the
learning resources that should be provided to students and faculty, and the technologies that are efficient
for learning, teaching and administration.

Admission and Enrolment Procedures. Three methods are adopted by the University for admission:

1. Online Registration. On line submission of Application for Admission together with scanned soft
copies of pertinent documents. Online registration can be accessed through the University website.
2. Drop areas in the campus and LGUs. There are designated areas in the campus or LGUs where
parents, guardians or representatives of applicants aging below 21 years can drop the envelope
containing admission documents. School personnel are assigned to facilitate the submission
of documents. In LGUs, the campuses, through a MOA, request the assistance of barangay or
municipal officials to assist in the submission of the documents.
3. Courier. Applicants may send through courier or trusted individuals to deliver to the campuses
their admission documents. If via trusted individuals, an authorization may be attached to the
documents to be sent.

Selection of the students is done by the respective program chairs and faculty following the University
guidelines and criteria. Interviews are conducted through phone or online platforms. Enrolment procedures
are facilitated by the respective program staff and the Office of the Registrar. Students are not required to
process their enrolment except for the submission of required documents.

The Office of Guidance and Counselling Services and colleges of each campus regularly update lists
of students admitted to the programs through social media platforms and bulletin boards posted at the
strategic locations.

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ICT Capability Survey. The classification of students as to the mode of flexible learning to be implemented
is based on the data gathered through ICT and connectivity capability of students. The survey aims to
determine the accessibility of students to online learning, their ICT skills, ICT resources, and learning
preferences and special needs.

Flexible Learning Options. The learning modalities are the various modes in which instruction is facilitated
on the basis of accessing learning resources and nature of learning and content. The faculty may consider
the following flexible learning options:

Flexible Learning through Online Platforms. This could be in a synchronous or real-time online classes
or asynchronous online platform. In a synchronous online class, the faculty create a meeting link and
conduct classes at a designated time. In an asynchronous online platform, the faculty create an online
classroom where learning materials are uploaded on a modular basis. The students, through their online
accounts comply with the requirements electronically. Depending on the nature of subject matter, blended
synchronous and asynchronous approaches may be adopted by the faculty.

Distribution of Printed Modules. For students who do not have the ICT resources and internet access,
the University provides printed learning modules. In the distribution, campuses/satellite colleges uniquely
follow a scheme considering their strategic locations. The faculty reproduces the learning materials on
a monthly basis and the students submit outputs from the learning materials on a monthly basis, too.
The campus shall designate drop areas for release and pick up of materials. The campus strategizes the
efficient distribution of learning materials and collection of students’ outputs. The distribution shall follow
the existing guidelines on health protocols and specific instructional processes provided by campus/
satellite college.

Students who are 21 years old and above get copies of the modules observing minimum health protocols
based on their schedules. However, students who are below 21 years old, a representative (a parent, older
sibling/guardian) are allowed to get copies of modules on their behalf. Students living in far places without
internet connection they will be sent modules via courier.

Blended Learning. This scheme is a combination of any of the modalities earlier mentioned that may
be adapted by the faculty as need arises.

Teaching and Learning Activities. Virtual and distance learning redefines the concept of teaching-learning
process that usually happens in face-to-face interaction in a classroom. In the new normal instruction, the
following should be considered:

Role of Faculty. There is a shift in the role of the faculty as lecturer-facilitator to facilitator-coach in
learning. The faculty have to reinvent their teaching repertoire to be relevant to the emerging needs in
instruction.

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 Role of Parents/Guardian. Parents/guardians are expected to give the moral support that their
children need this COVID-19 crisis. They will be allowed to receive the modules for their children who are
below 21 years old.

Learning Materials. In a self-paced learning, the faculty should design learning materials that ensure
the attainment of essential learning outcomes; take into account the readiness, aptitude and learning
needs of students; and consider the availability of resources for learning, time and task management for
effective and efficient delivery of flexible learning. The deans and program chairs are to ensure the quality
of the learning materials developed by the faculty.

Assessment schemes. Congruent to the essential learning outcomes, the assessment tasks reflect
the students’ authentic learning. Electronic portfolio is one of the suggested assessments tools to allow
students keep track of their progress. Printed portfolio is also considered for students who do not have ICT
resources and connectivity. The portfolio will be submitted in a designated drop box assigned for modules
by the time they submit their answes/activity sheets. In any mode of delivery, immediate feedback to
student performance and learning should be maintained. In using printed modules scheme, corrected
student output should be returned to students the following week together with the new set of learning
materials. For asynchronous online learning, corrected student outputs should be sent back to student
accounts within the week the outputs are submitted.

OJT, Practicum, Performance Tasks, Laboratory Activities. The requirement of OJT, practicum and
laboratory activities that require students to report on-site is deferred until the second semester of the
current school year. Contextualized laboratory activities, however, that may conducted using the resources
and spaces of the students in their respective homes may be required upon agreement between students
and faculty. Performance tasks may also be video-recorded or evaluated by the faculty through home
visitation provided strict observance of health protocols is made.

New Normal Instruction Procedures. The University, during transition, revisited the instructional
procedures and crafted new sets to accommodate flexible learning. Tabulated below is the list of new
normal processes derived from the existing ones. Other instructional processes that are compliant to
flexible learning are retained.

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 Old Normal New Normal
1. Teaching Loads 1. Teaching Loads
2. Preparation Of Course Syllabus 2. Preparation Of Course Syllabus
3. Actual Teaching 3. Actual Teaching
Actual Teaching (First Meeting Modular)
Actual Teaching (First Meeting Online)
Actual Teaching (Succeeding Meeting Modular)
Actual Teaching (Succeeding Meeting Online)
Actual Teaching (Modular Below 21 Years Old)
Actual Teaching (Online Asynchronous)
4. Consultation/Advising 4. Consultation/Advising
5. Conduct Of Faculty Meeting 5. Conduct Of Online Faculty Meeting
6. Signing Of Clearance 6. Signing Of Clearance
7. Release Of Class Cards With Grades 7. Release Of Class Cards With Grades
Nomination Of Advisory Committee
Title Defense
Proposal Defense
Pre-Oral And Final Oral Defense
GRADUATE SCHOOL
Conduct Of Comprehensive Exam
Nomination Of Advisory Committee
Title Defense
Proposal Defense
Pre-Oral And Final Oral Defense
(See Specific Instruction Processes in the Appendices, p. 34)

Guide for Students and Faculty. The faculty are regularly updated on policies, advisories and announcements
through memos from school authorities and conduct of faculty meetings. Social media accounts for faculty
and students are created by the Campus administration, Office of the Student Affairs, and respective
colleges and departments.

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 PROJECT IMPLEMENTATION DESCRIPTION
1. The project will be implemented in this new normal beginning the First Semester of SY 2020-2021
onward. It will run through until the health and safety situation will be fine.

2. Modality of Flexible Learning. Flexible learning is the adoption of blended learning platforms
utilizing multiple approaches. It enhances students’ discernment as to choices as to how, what,
when, and where they should learn, the pace, the place, and mode of delivery depending further
on the technology, devices, and students and faculty members’ interconnectivity. The following
are the modalities of flexible learning:

A. Online delivery mode. It is considered the most challenging to adopt considering issues on
poor connectivity among students and teachers. In this mode of delivery, the interconnectivity
levels of both have to be considered.
B. Modularized delivery mode. Faculty members are required to come up with modules in the
subjects they are assigned to teach while the administration produces the materials for
students’ consumption and utilization. Modules must have been reviewed by the campus
IMs Review Committee and pass the University IMs Review Committee for the issuance of
certificate of utilization.

Members of the Campus Instructional Materials Review Committee are the following:

Chairman: Campus Administrator/Satellite College Director

Members: Dean/Program Chair, one senior faculty belonging to the same area of specialization,
QA Chair and recommended by the PIM Director and approved by the VPAA.

CURRICULUM MODIFICATION
Curriculum modification is vital in addressing changes in the delivery of instruction considering the
topics, intended learning outcomes, the strategies that will be adopted, the learning modalities, skills
enhancement, course requirements, the instructional materials, and the timeline. Specifically, the
following issues have to be considered in curricular modification:

●● When and where learning occurs

●● What and how students will learn
●● How instruction could be delivered
●● What strategies could be utilized to organize learning activities
●● What types of learning resources could be provided
●● What technologies could be helpful for learning
●● When and how to assess performance
●● What support could be provided to students
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 Moreover, the proposal for courses requiring face-to-face instruction delivery such as laboratory, OJT,
practice teaching, and performance-based courses like PE be offered temporarily in the second semester.
However, in extreme cases where face-to-face learning is required, maximum health and safety protocols
must be strictly observed.

Furthermore, other pertinent issues like evaluation and assessment of learning outcomes, course
syllabi revision, selecting appropriate and essential course requirements, and specific learning modalities
have to be considered so that the modification of the curriculum would be responsive to the needs of time.

Assessment

The University shall issue specific guidelines on assessments taking into consideration the physical
limitations brought by COVID-19. This shall also be applied in administering the mid-term and final examinations.
Moreover, modification of the grading system should be responsive based on the pressing situation. Grading
criteria were also considered during the curriculum modification activity by curricular program.

Students’ outputs like portfolio/e-portfolio, written works/artworks, products, and performances,

whether hardcopy, softcopy, or a combination of both will be assessed using rubrics that measure and
evaluate the proof or evidence of learning is limited to only one per month.

Internationalization Continuity Plan

With this current crisis, there is a need for the university to adopt measures for the continuity of its
internationalization programs and activities. The most practical and realistic continuity plan is a sustainable
post-COVID internationalization effort that embraces the potential of remote or digital, but collaborative
learning, while maintaining the benefits of student and faculty mobility. The internationalization programs
and activities of the university will be moved online as the threat of COVID-19 is imminent. Collaboration
through the online environment should be taken as an opportunity to strengthen collaboration with
partner agencies. With this, the university will be implementing more flexible mobility formats for its
internationalization programs, such as:

a. Blended mobility. This combines short-term physical mobility with virtual mobility.
b. Learning across border. Recognizing that technology could bring a cost-effective approach to
internationalizing the curriculum, syllabi will be adjusted to incorporate video conferencing with
international guest speakers from international partner institutions.
c. Collaborative virtual learning. The ability to integrate online technologies in the classroom by
the use of computer and/or digital communication tools to promote learning through social
interaction and collaboration with partner institutions, moves the learning process beyond the
physical boundaries of the classroom. With these dialogs, the trainings, programs, and activities
using social media tools are seen as paths knowledge exchange among partner institutions.

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 d. Faculty and student virtual exchange program. Faculty and student virtual exchange program
as distance learning becomes the new norm for many faculty members and students. Classroom
instruction through virtual screens will become engrained in the operations and infrastructures
of higher educational systems and the learning experiences of the entire generation of students.
Opportunities for online learning and distance education will also be explored as means of
learning.
e. Virtual exchange of learning, research, and teaching materials. Virtual exchanges can take many
forms including learning, research, teaching materials, and even unconventional projects.

While internationalization will continue to offer numerous benefits from post-COVID, it can only
continue if the university embraces challenges and quickly adapt to the new normal setting.

RESOURCES AND SUPPORT SERVICES FOR STUDENTS AND FACULTY

The administration ensures that provisions of trainings and webinars are made available to the
faculty on retooling their pedagogical skills in the new normal. For the development and reproduction of
learning materials, the campus provides the resources to the faculty. No amount shall be collected from
the students for the said purpose. Support systems to students shall be continually extended including
but not limited to, library needs, psycho-social support, health and safety measures, remedial classes. The
heads of academic units should also ensure that learning delivery modalities are learner-friendly, gender
sensitive, encouraging active participation, ensuring the well-being of learners for a safe and stress-free
environment.

The following are the University’s resources and support services for students and faculty:

SERVICES OFFLINE BLENDED ONLINE

Library ●● Printed references to be ●● Availability of ●● Availability of contents
borrowed by parents/ contents and and materials that can
guardians on behalf of materials that can be be downloaded
the learners downloaded ●● Subscription to online
●● Electronic copies ●● Subscription to online databases
of books and other databases ●● Develop other platforms
reference materials are ●● Develop other for orientation, conduct
available platforms for synchronous and
orientation, conduct asynchronous sessions
synchronous and and/or live broadcasts
asynchronous using different media
sessions and/or live platforms
broadcasts using
different media
platforms

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Guidance and Counselling ●● Guidance and counselling ●● Series of orientations ●● Series of orientations
through mobile or and make them and make them available
landline available in social in social media pages
media pages ●● Guidance and counseling
●● Guidance and services through social
counseling services media, email, and
through social media, messenger
email, messenger
mobile or landline
Medical, Dental and ●● Health and wellness ●● Online, mobile or ●● Online medical
Disability information landline medical consultations and digital
●● Medical consultations consultations and prescriptions
through mobile or digital prescriptions ●● Health and wellness
landline ●● Health and wellness information in social
information in social media
media
Student Housing ●● Informational materials ●● Information on ●● Information on safety
on safety protocols in safety protocols protocols school dorms
dormitories and boarding school dorms and and student housing in
houses student housing in surrounding areas online
surrounding areas
online
Student Publication ●● Hard copies of student ●● E-copies of student ●● E-copies of student
publications (magazines, publications publications (magazines,
newsletters, literary (magazines, newsletters, literary
portfolios) newsletters, literary portfolios)
portfolios)
Socio-Cultural ●● Promotional materials ●● Online institutional ●● Online institutional
for preservation of local, events, local events, local and national
national culture and and national cultural/historical
multi-cultural heritage cultural/historical celebrations
celebrations ●● E-instructional materials
●● E-instructional for the promotion and
materials for the conservation of local,
promotion and national and multi-
conservation of local, cultural heritage
national and multi-
cultural heritage
Sports ●● Illustrative materials ●● Individualized ●● Individualized and
showing exercises to physical fitness synchronized physical
encourage physical program through fitness program through
movement while at home online platforms/ online platforms
Tri-media

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 Food ●● Materials and primer on ●● Videos and ●● Videos and infographics
food and safety protocols infographics on food on food and safety
and safety protocols protocols
through online
platforms/Tri-media
Gender and Development ●● Gender and development ●● Videos, webinars, ●● Videos, webinars, and
materials. and infographics infographics promoting
●● Gender and development promoting gender gender and development
assistance through and development using secured digital
mobile or landline using secured digital platforms
platforms ●● Gender and development
●● Gender and online support
development through
mobile or landline
and online support
Security ●● Information materials on ●● Videos and ●● Videos and infographic
safety and security infographic materials materials on safety and
on safety and security
security through
online platforms/
Tri-media
Technical Support for ●● Seminar-workshop ●● Webinars and videos ●● Webinars and
Faculty on Modular Distance about teaching videos about teaching
Learning & related topics modular distance online & related topics
learning and online
Enrolment ●● Submission of ●● Online submission of ●● Online submission of
requirements for requirements requirements
admission and enrolment
via courier or by
personal submission of
parents or guardians
NSTP ●● NSTP learning modules ●● Videos and ●● Videos and infographic
and other instructional infographic materials materials related to NSTP
materials related to NSTP programs and activities
programs and ●● E-copies of NSTP learning
activities through modules and other
online platforms/ instructional materials
tri-media

POLICY ON INTELLECTUAL PROPERTY RIGHTS AND PLAGIARISM

Capiz State University is an educational institution which adapts to various academic challenges and
efforts in learning transformation and innovation towards a new normal. In the development of modules
and online teaching materials, effective management and protection of intellectual property are necessary
components.

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 To ensure that intellectual property rights are protected and plagiarism is to be avoided in blended
learning program, it shall address the usage of and rights associated with its creation, development and
implementation. The general goal of the university is to deliver quality education to students by providing
quality educational materials. However, attainment of the goals relies heavily on the protection of the
intellectual property rights of administrators, faculty, students, staff and the institution, in general. In
developing and delivering quality modular/digital materials and resources for faculty and submissions of
original work by the students, all must be governed by the Copyright Law or RA 8293, as amended by RA
10372 and other pertaining laws and statutes on plagiarism.

This Policy on Intellectual Property for Blended Learning is applicable for all members of its community
namely administrators, staff, faculty members and students. It is suppletory to the Institution’s Intellectual
Property Policy.

A. POLICY ON THE EDUCATIONAL RESOURCES PRODUCTION

Capiz State University recognizes the use of technology and Open Educational Resources (OER) to
provide valuable tools in which faculty can deliver learning continuity through the delivery of its programs,
courses/classes and services to all students. Moreover, modules and other educational resources produced
by the faculty shall be used solely for instructional purposes of the university.

For Faculty. All literary, artistic and derivative works collectively referred as works as defined in
sections 172 and 173 of the Intellectual Property Code of the Philippines including course materials for
e-learning and distance education, regardless of format in which it was created or produced, shall be
covered by these rules on copyright (CAPSU IPR Manual). Hence, all course materials, videos, and modules
produced by the CAPSU faculty shall adhere to the Intellectual Property Rights Manual of the University.

For Students. Students will submit their outputs based on the mode of assessments required by the
course and stipulated in the course syllabi. More than the quality, the values of honesty will be instilled to
the students in producing their outputs, especially in these times that everyone travels with a click of his/
her fingertips.

B. POLICY ON STUDENT ATTENDANCE IN FLEXIBLE LEARNING

Student attendance will be measured through his/her active participation in the course/module based
on his/her submission of requirements stated in each module or course syllabus. Active participation is
defined as the engagement of students in the various learning activities and assessments, individually or
collaboratively.

Provisions will be given to students who will not be able to attend the online sessions due to
unstable internet connection. Modules will be distributed and attendance will be measured through

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 acknowledgement receipt of the learning materials. Active participation will be measured based on the
completion of the tasks required in each module.

In case of online classes, student attendance is determined by the timeliness of requirement submission
and regular presence. All online subjects/courses will have mechanism for student participation and will
be documented in any or all of the following learning platforms. To avoid online fatigue, regular online
classes will be limited to only 30 minutes, and the other 30 minutes will be devoted to offline activities.

OFFLINE BLENDED ONLINE

1. Module outputs submitted by 1. Attendance log-in 1. Participation in discussion
the student every week will 2. Participation in real-time threads and offline activities to
serve as the tool in monitoring discussion threads and other supplement given online tasks
the student’s progress and interactive activities (e.g. interviews, research, etc.)
attendance 3. Completion of online tasks 2. Submission of assignment /
2. Consultation with the teacher/ 4. Consultation with teacher/ projects/ course requirements
professor via text messaging/ professor via video conferencing on time
calls or messenger tools 3. Consultation with teacher via
3. Completion of all kinds of 5. Completion of all kinds of email
assessments assessments 4. Completion of all kinds of
assessments

CONSTANT COMMUNICATION WITH LGU, RHU, PHU, CHU ON EVERY ACTIVITIES

CONDUCTED REQUIRING STUDENTS’ PRESENCE IN THE CAMPUSES/SATELLITE
COLLEGES OF THE UNIVERSITY
Capiz State University is a partner of the government in addressing challenges brought about by
COVID-19. Initiatives to mitigate threats and ensure strict safety protocols are met and implemented within
the campuses in accordance with DOH and IATF guidelines. To maintain a strong line of communication
between the university and the provincial and local governments, a DRRM officer was designated. In view
of the significance of coordination with LGUs and other concerned agencies, the university maintains the
following practices and protocols related to COVID-19 response:

●● Adherence to and implementation of guidelines and policies of provincial and local governments,
DOH, IATF and other authorities where work safety protocols are concerned.
●● Strengthening of DRRM capacities of the University to become a COVID-responsive institution.
●● Medical and health services, in coordination with provincial and local health authorities, work
towards COVID-19 prevention and mitigation in the campus through information dissemination and
campaigns to adhere to minimum health and safety protocols.
●● Support to frontliners and medical workers in the provision of PPEs, face masks, face shields,
food, and other provisions as allowed by the university resources and partners.

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 ●● Participation in meetings and webinars organized and called for by provincial and local governments,
DOH, IATF and other agencies, where concern and safety of the community is concerned.
●● Coordination with local and provincial DRRMs in COVID-19 response efforts.
●● Extension activities in raising awareness among stakeholders in ensuring a COVID-free community.

SAFETY GUIDELINES DURING COVID-19 PANDEMIC (NEW NORMAL SETTING)

The Capiz State University Medical and Dental Services will adhere to the protocols and standards set
forth by the IATF, DOH and WHO in order to continue to render quality service to the students, faculty, staff
and community.

As the country experienced COVID-19 pandemic crises, the university has framed this Plan in the form
of Advisory to provide blueprint in the management of scenarios and the corresponding responses that the
administration could take into consideration.

There are two scenarios identified:

Scenario 1. This is when the infection is detected within the CAPSU community.

Scenario 2. This is when there are selective community lockdowns and closures affecting the CAPSU
personnel and other constituents.

The following strategies are taken into consideration by the university administration as immediate
responses to the above scenarios:

1. CAPSU personnel are put in mandatory Work from Home (WFH) scheme, 3 days work/week. This
scheme is especially recommended for personnel who are the most vulnerable as defined in DOH
protocols (60 years old and above and children/students 21 years old and below).
2. Early departure for employees has been implemented in all offices.
3. Declaration of a mandatory CAPSU Disinfection Day every Friday afternoon.

The following are the specific protocols for the above scenarios:

Specific protocols for Scenario 1- when infection is detected within the CAPSU community

1. Employees affected are referred to the RHU for instruction on what to do.
2. Suspension of Office Work. The transaction in the office where the employees affected are
stationed is automatically suspended.

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13
 Specific protocols for Scenario 2- when there are selective community lockdowns and closures.

1. When the local government unit (LGU) declares lockdown of a specified local area( barangay or
sitio), the university should take cognizance of the order over the university work arrangements.
2. All employees residing in restricted areas and are restrained to go out may be put on mandatory
WFH arrangement until the lockdown is lifted.
3. The head of office requires certification from the barangay indicating the lockdown upon the
return of employees to work after the lockdown due to COVID-19.

SCREENING AND CLASSIFICATION OF PATIENTS/CLIENTS FOR TREATMENT (PRIORITIZATION)

Under the ‘New Normal” policies and guidelines of DOH infection control, the clinic will only accept
patients that need emergency and urgent care.

All non-urgent cases (Elective Care) shall be catered on an appointment basis only. For those requesting
for medical/dental certification and consultation they must book appointments through SMS or phone call
wherein medical/dental personnel can do initial screening.

ELECTIVE CARE URGENT CARE EMERGENCY CARE

Physical examination of students Those who are seeking Those life threatening cases
as entry requirement consultation with presenting requiring emergency response
symptoms (fever, cough, pain,
Annual Physical Examination of cellulitis, high blood pressure,
faculty and staff loss of consciousness,fainting,
etc.)
Medical Certificates Issuance
Referrals Dressing of Wounds

OBTAINING PATIENT MEDICAL HISTORY AND COVID 19 ASSESSMENT

During consultations, questions for potential risk factors for Covid-19 must be included and recorded
before treating the patient.

Patient Risk Identification is based on IATF definition of CONFIRMED, SUSPECTED and PROBABLE.

All suspected cases must be referred immediately to their respective RHU (Campuses outside Roxas
City). Roxas City Main Campus should refer directly to the Roxas Memorial Provincial Hospital.

14
MEDICAL/DENTAL FACILITY SET UP

1. A screening booth for assessment and vital signs taking must be provided outside the Clinic.
2. A handwashing area and footbath are provided at the entrance of the clinic.
3. Disinfection with moderate high level disinfectant ie. 1% (sodium hypochlorite) should be done on
clinic opening and at the end of the day.
4. Remove unnecessary materials (magazines, toys) in the clinic’s waiting area including objects
that can be touched by patients and cannot be easily disinfected.
5. Place signages and infographics on proper cough etiquette, social distancing, proper handwashing
in the waiting area where patients can easily see.
6. Have alcohol based hand rubs, facial tissue and waste bins ready.
7. Treat patients at least with 30 minutes interval to give room for disinfection.
8. Advice patients not to bring companions inside the clinic except for children and senior citizens.
9. Observe proper social distancing at all times.

MEDICAL TEAM AND CLINIC READINESS

1. Be sure that the attending Physician and the Nurse are generally healthy.
a. No history of fever, dry cough, sore throat, muscle pains, runny nose and other symptoms
related to any infectious disease for the past two weeks.
b. If any of the above symptoms is experienced, better not report to work.

2. Physicians and Nurses should be psychologically and mentally fit to attend to patients.
3. Physicians and Nurses should be properly equipped with PPEs. It is highly recommended that if
there is inadequate supply of PPE, clinic operations is halted until they are replenished.
4. Administrative efforts should include, procurement of equipment and PPE’s, continuous supply
of disinfectants, training of the staff in infection prevention and control and constant evaluation
of clinic practices.
5. Trainings should be conducted on:
●● Proper donning and duffing of PPE
●● Standard and transmission-based precautions.
●● Clinic disinfection/decontamination protocol
●● Management of (potentially infectious) wastes.

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15
 OVERVIEW AND ORIENTATION GUIDE FOR STUDENTS AND TEACHERS
ON FLEXIBLE LEARNING
To address the issue on continued delivery of quality education despite the pandemic, Capiz State University
adopted flexible learning where course facilitators and learners could agree on the mode (e.g. blended learning,
fully online or offline) and place of teaching – learning process (e.g. classroom, at home) as well as regulate
the pace of instruction. With flexible learning, each class has the freedom to decide for themselves regarding
how, what, when and where they learn depending on available resources and constraints. While making such
important decisions, students’ individual differences, faculty expertise especially in the use of technology and
teaching strategies, and the severity of threats brought about by the pandemic will be taken into account.

Since face-to-face contact is discouraged due to the dangers of spreading the virus, all communication
activities will be done through telephone, cellphones, and online platforms like Facebook, Messenger, Zoom
Meetings, and other similar avenues. The course facilitator of each class is responsible to create a directory of
students based on the class list provide d by the Registrar’s Office. The directory will contain students’ contact
number, home address, status of connectivity, Facebook account, email address, and other similar online accounts
where s/he could be contacted. After which, the course facilitator will classify students as to who among them
are capable of participating in synchronous or asynchronous learning. This will help the course facilitator plan
out the best strategy to optimize student participation and learning. S/he will then set up an online group for
each class that s/he handles using learning platforms or course management systems like Google Classroom,
Messenger, Facebook, Edmodo, Blackboard, Moodle, etc.

For those with poor or no internet connection or are located in far flung areas, printed modules will
be provided to enable them to proceed with their education. Each course facilitator will submit his/her
prepared module to the Dean’s office every Monday. The adviser is in-charge of sorting the modules and
placing them in plastic envelops provided for every student. The envelopes will then be distributed to
the different drop areas identified by CAPSU in every municipality to facilitate easy retrieval of parents/
guardians. There is an assigned liaison officer tasked to distribute modules and collect students’ output
on the set schedule. However, should students’ parents or guardians opt to personally get their children’s
modules from the campus, this will be allowed as long as they observe the maximum health protocol.

16
 MECHANISMS FOR CONTINUOUS QUALITY IMPROVEMENT
The global pandemic has brought significant impacts to the operations of the university. Teachers
and non-teaching personnel have shifted and reinvented educational best practices including blended
learning to continuously serve the student populace. The University provides access to remote learning
while maintaining standards. To truly reimagine education in this new normal academic platform, there
must be remarkable innovations to support learning delivery. The University needs to ensure that the
delivery of education is more flexible, equitable, and inclusive to safeguard incessant improvement. Thus,
the following mechanisms for continuous quality improvement are considered:

1. Reenvision career development policies and practices. It is essential that teachers be better
prepared and supported to guarantee quality learning in and beyond classrooms. Technology alone
cannot guarantee good learning outcomes. More importantly, teachers need to be capacitated
in terms of handling LMS (Learning Management System), and online and off-line assessments
and pedagogical skills to meet students’ diverse educational needs. Continuous attendance of
teachers to webinars conducted by other agencies and the university to expose them to adequate
instructional models and effective teaching practices that will create a conducive and supportive
learning environment. Development and trainings of teachers are the keys to ensure that they
are sufficiently qualified, capacitated, and prepared to deliver quality education under the new
normal academic platform. Continued capacity building for online/remote delivery of coursework
will be conducted.

2. Expansion of Technological Infrastructure. Considerable attention has been given to the use
of technology to ensure learning continuity. Teachers and learners need free and open source
technologies for teaching and learning. Thus, technological expansion including stable connectivity
is needed.

The following are the ICT investments for the AY 2021-2023:

a. Procurement of additional laptops, desktops, operating system, office productivity suite,

network printer, printer, multi-media projectors, copiers, generator set, web cams, video
conferencing equipments, digital camera, multimedia software, video editing laptops, and
49” ultra wide curved monitor.
b. Procurement of Academic Management Information System
c. Upgrading of Internet Service (in mbps) in all campuses.

3. Strategic Fund Allocation. Strategic allocation of funding intended to expanding and updating
technological infrastructure for digital pedagogy and adequate training of faculty members must
be intensified. Re-alignment of budget is done for this purpose especially on the upgrading of ICT
and trainings of teachers.

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17
 4. Subscription to Different Learning Platforms. The University is currently using free and open
source software applications or Web-based technology that will be used to plan, implement
lessons, and assess efficacy throughout the learning process. It is also considering an Academic
Management Information System with integrated LMS (Learning Management System).

18
APPENDICES

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19
 INSTRUCTION

ACTUAL TEACHING PROCEDURE

(FIRST MEETING – MODULAR WITH 21 YEARS OLD AND ABOVE)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Student (S) Reporting to scheduled S gets into scheduled class

class 1 minute

Faculty (F) Checking Data in F reviews the entry in the class

Class Roll roll; checks attendance
3 minutes

Faculty and Students Presentation and F provides and presents

Distribution of Approved approved copy of course
Course Syllabus syllabus; lets students sign
acknowledgment form
10 minutes

F considers students’ suggestions

Faculty and Students Finalization of Course
Syllabus on course syllabus; revises
syllabus
5 minutes

Distribution and
Faculty and Students orientation F distributes the IM, orients the
on learning modules/IMs class. S acknowledges receipt of
learning modules/IMs

Class dismissal F dismisses class 3 minutes

Faculty and Students before the allotted time ends
1 minute

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 INSTRUCTION

ACTUAL TEACHING PROCEDURE

(FIRST ONLINE CLASSROOM MEETING)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Student (S) Reporting to scheduled S logs on to online class

online class 1 minute

Faculty (F) Checking Data in F reviews the entry in the class roll;
Class Roll checks attendance
3 minutes

Presentation and F presents approved copy of course

Faculty and Students Distribution of syllabus; S receives electronic copy of
Approved Course Syllabus course syllabus 10 minutes

F considers students’ suggestions on

Finalization of Course
Faculty and Students Syllabus course syllabus; revises syllabus
5 minutes

Conducts instruction F and S engage in teaching-learning

Faculty and Students process

F dismisses class 3 minutes before

Faculty and Students the allotted time ends
Class dismissal
1 minute

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 INSTRUCTION

ACTUAL TEACHING PROCEDURE

(MODULAR FOR BELOW 21 YEARS OLD)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Preparing course syllabus, F places the modules/instructional

Faculty modules/ materials in the drop boxes
IMs for pick up. 3 minute
The modules contain detailed
instruction for the students
to follow

S or AR picks up the modules/IMs

Student (S) or Adult and signs acknowledgment receipt
Representative (AR) Getting modules/IMs

Student (S) or Adult S or AR deposits accomplished

Representative (AR), Submitting Setting another learning tasks in the drop boxes; F
Faculty (F) accomplished
set of modules places another set of
learning tasks
modules/instructional materials in
the drop boxes
Getting Retrieving
another set of accomplished S or AR gets another set of modules
Student (S) or Adult modules and signs acknowledgment receipt;
learning tasks
Representative (AR), F retrieves accomplished learning
Faculty (F)
tasks and checks them.

Setting another Setting another

set of modules set of modules S or AR deposits accomplished
and checked and checked learning tasks in the drop boxes; F
Student (S) or Adult student outputs student outputs places another set of
Representative (AR), modules/instructional materials
Faculty (F)
and checked outputs; S or AR gets
another set of modules and signs
Last two steps repeated
till the end of term acknowledgment receipt

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 INSTRUCTION

ACTUAL TEACHING PROCEDURE

(ASYNCHRONOUS ONLINE)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Faculty (F), Student (S) F creates an online class or platform

Setting up an online and registers the students in the class
classroom/platform 10 minutes

Faculty (F), Student (S) Uploading learning F uploads course syllabus, modules
materials and other learning materials

Student (S), S downloads or works on learning

Downloading
Faculty (F) learning tasks tasks posted by F;

Uploading S submits through online classroom

Student (S), Submitting
another set of
Faculty (F) accomplished accomplished learning tasks and
task and learning
works on the next; F uploads another
downloading materials;
set of LMs and checks submitted
another set Checking
outputs
learning tasks submitted
outputs

Student (S), Returning S submits accomplished learning

Faculty (F) Submitting
checked outputs; tasks and works on the next; F
accomplished
task and Uploading returns checked outputs, uploads
downloading another set of another LM and checks the
another set of IMs; checking submitted outputs.
learning tasks submitted
outputs

Last two steps repeated

till the end of term

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 INSTRUCTION

ACTUAL TEACHING PROCEDURE

(SUCCEEDING MEETING – MODULAR WITH 21 YEARS OLD AND ABOVE)

PERSON INVOLVED ACTIVITY DETAILS

(Where, When, How)

Student (S) Reporting to scheduled S gets into scheduled class

class 1 minute

Faculty (F) Checking Data in F reviews the entry in the class roll;
Class Roll checks attendance
3 minutes

Faculty and Students Submission of S hand in accomplished learning

accomplished learning tasks
tasks in the modules 5 minutes

F and S engage in class discussion

Faculty and Students Class interaction
on content and learning tasks

F distributes the IM, gives the

Faculty and Students Distribution and overview. S acknowledges receipt
overview of learning modules/IMs
of next set of learning
modules/IMs

F dismisses class 3 minutes before

the allotted time ends
Faculty and Students Class dismissal 1 minute

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 INSTRUCTION

ACTUAL TEACHING PROCEDURE

(SUCCEEDING ONLINE CLASSROOM MEETING)

PERSON INVOLVED ACTIVITY DETAILS

(Where, When, How)

Student (S) Reporting to scheduled S logs on to scheduled class

online class 1 minute

Faculty (F) Checking Data in F reviews the entries in the class

Class Roll roll; checks attendance
3 minutes

Faculty and Students Conduct of instruction F and S engage in teaching-

learning activities, assessment
tasks

Faculty and Students Class dismissal F dismisses class 3 minutes

before the allotted time ends
1 minute

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APPLICATION FOR COMPREHENSIVE EXAM (GS)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Student (S) Request for Appraisal S requests for appraisal of

of Course, Work coursework at the registrar
5 minutes

Appraisal and Release R ascertains completion of course

Registrar (R) of Certification/TOR work and releases
certification/transcript of records
15 minutes

S accomplishes application form

Application for for comprehensive exam and
Student (S) Comprehensive Exam submits the form to graduate
school secretary
5 minutes

GSS receives application form and

Schedule of informs the student of the
Graduate School Secretary Comprehensive Exam schedule of comprehensive exam
(GSS) 3 minutes

End of transaction

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 INSTRUCTION

ONLINE FACULTY MEETING

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Dean (D) and Program Identification of Agenda D and PC identify the agenda of
Coordinator (PC) the meeting
3 hours

Securing permission from D secures the permission of the

Dean, Secretary the Campus Administrator/ CA/SCD for the conduct of
Satellite College Director faculty meeting
30 minutes

D posts memorandum for the

Dean Posting memorandum
For the meeting conduct of the meeting specifying
the time, venue and agenda
30 minutes

S sets up online platform for the

Secretary (S) Setting up Online virtual meeting
Platform
15 minutes

D presides the meeting; S takes

Dean, Faculty, Staff Meeting Proper down the minutes

Meeting adjourns

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 INSTRUCTION

CONSULTATION/ADVISING (ONLINE)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Student (S) Setting appointment for S logs on to classroom platform

consultation and sends accomplished request
form for consultation
3 minutes

F sets consultation period as

Faculty (F) Schedule of appointment stipulated in faculty workload
for consultation 2 minutes

Conduct of F and S engage in virtual

Faculty and Students Consultation/Advising consultation and discuss concerns
at hand

Giving of Needed F assesses concerns and prepares

Faculty and Students Assistance Narrative Report and referral slips.
S proceeds to the referrals.
1 minute

End of transaction

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 INSTRUCTION

CONDUCT OF COMPREHENSIVE EXAM

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Dean (D), Graduate School Notice of Examination GSS gives written notice to
Secretary (GSS) for Professors professors to prepare the test 2
weeks before the scheduled exam
5 minutes

GSP prepares the test and submits

Graduate School Professor Preparation of it to GSP at least 5 days before the
(GSP) Comprehensive Exam exam
Papers
2 hours

Graduate School Secretary, Conduct of GSS administers the test to

Graduate School Professor Comprehensive Exam graduate school students at the pre-
determined schedule of
examination; GSS collates the
accomplished test papers and
transmits them to GSP for
checking; once checked, GSP
returns them to GSS for
consolidation

Release of GSS consolidates results and

Dean, Graduate School
Secretary Comprehensive Exam prepares notice for the results of
Results comprehensive exam; results may
be sent electronically or personally
30 minutes

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 INSTRUCTION

NOMINATION OF THESIS/DISSERTATION ADVISORY COMMITTEE (GS)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Dean (D), Program Identifying thesis/ S confers with D and PC for the
Coordinator (PC), Student dissertation adviser identification of
(S)
thesis/dissertation adviser
15 minutes

Appointment of Thesis/ D appoints the

Dean (D) Dissertation Adviser thesis/dissertation adviser
through a formal notice
5 minutes

Adviser (A), Student (S) Identifying members of

advisory committee S in consultation A identifies the
other members of the advisory
committee
30 minutes

Student (S), Graduate School

Professor (GSP) Securing approval of S secures the approval of the
advisory committee identified GSP as members of
the advisory committee by
affixing their signatures in the
nomination form
30 minutes
Student (S) Submission of
nomination form S submits accomplished
nomination form to the graduate
school secretary
1 minute
End of Transaction

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 INSTRUCTION

PRE-ORAL AND FINAL ORAL DEFENSE (GS)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Advisory Committee (AC), S consults with adviser and AC in the

Examining Committee (EC), Preparation for Pre-Oral development of complete research paper
Graduate School Secretary Presentation
and then submits it to AC for evaluation;
(GSS), Student (S)
AC signifies to the GSS the readiness of
the paper for pre-oral presentation

Graduate School Secretary GSS informs AC and EC of the electronic

(GSS), Advisory Committee Pre-Oral Presentation
submission of the paper in lieu of face-to-
(AC), Examining face pre-oral presentation; S sends each
Committee (EC), Student
member of AC and EC a copy of research
(S)
paper; AC and EC evaluate the paper end
enter suggestions; the corrected paper is
sent back to S

Graduate School Secretary S works on the suggestions, consults

Preparation for Final Oral adviser and AC in the improvement of
(GSS), Advisory Committee
Defense
(AC), Student (S) the paper; AC signifies to the GSS the
readiness of the paper for final oral
presentation

Graduate School Secretary Application for Final Oral S obtains and fills-in application form for
(GSS), Student Defense final oral defense then submits it to GSS;

Graduate School Secretary GSS confers with AC and EC on the

(GSS), Advisory Committee Scheduling Final Oral
Defense proposed schedule of final oral defense;
(AC), Examining
Committee (EC), Student once cleared, AC and EC sign application
(S) form; GSS informs S; S submits copies of
research paper to the AC and EC at least 7
days before the scheduled defense directly
Graduate School Secretary for electronic form and to the GSS for
(GSS), Advisory Committee
Final Oral Defense printed form
(AC), Examining
Committee (EC), Student
(S) GSS sets up the online platform; S
presents thesis/dissertation before the AC
and EC via online platform or face-to-face
Graduate School Secretary presentation; GSS records the
(GSS) Post Final Oral Defense
proceedings

GSS furnishes S the minutes of the

presentation
5 minutes
End of Transaction

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 INSTRUCTION

PROPOSAL DEFENSE

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

S confers with adviser and AC in

Student (S), Advisory Preparation for Proposal the development of proposal
Committee (AC), Graduate Defense
paper; AC signifies to the GSS
School Secretary (GSS)
the readiness of S to present
proposal paper

Graduate School Secretary Application for

Proposal Defense S obtains and fills-in application
(GSS), Advisory Committee form for proposal defense then
(AC), Examining Committee
submits it to GSS;
(EC), Student (S)

Graduate School Secretary Scheduling Proposal GSS confers with AC and EC on

(GSS), Advisory Committee Defense
the proposed schedule of
(AC), Examining Committee proposal defense; once cleared,
(EC), Student (S) AC and EC sign application
form; GSS informs S; S submits
copies of proposal paper to the
AC and EC at least 5 days before
the scheduled defense directly for
electronic form and to the GSS
for printed form

GSS sets up the online platform;

Graduate School Secretary
Proposal Defense S presents proposal paper before
(GSS), Advisory Committee
(AC), Examining Committee the AC and EC via online
(EC), Student (S) platform or face-to-face
presentation; GSS records the
proceedings

Graduate School Secretary GSS furnishes S the minutes of

(GSS Post Proposal Defense the presentation
5 minutes

End of Transaction

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 INSTRUCTION

TITLE DEFENSE (GS)

PERSON INVOLVED ACTIVITY DETAILS

(Where, When, How)

Student (S), Advisory S confers with adviser and AC in

Committee (AC), Graduate Preparation for Title/ the development of concept paper;
School Secretary (GSS) Concept Defense
AC signifies to the GSS the
readiness of S to present title

S obtains and fills-in application

Graduate School Secretary form for title/concept defense
(GSS), Advisory Committee Application for Title
Defense then submits it to GSS;
(AC), Examining Committee
(EC), Student (S)
GSS confers with AC and EC on
the proposed schedule of
Graduate School Secretary title/concept defense; once
(GSS), Advisory Committee Scheduling Title/ cleared, AC and EC sign
(AC), Examining Committee Concept Defense
application form; GSS informs S; S
(EC), Student (S) submits copies of concept paper to
the AC and EC at least 3 days
before the scheduled defense
directly for electronic form and to
the GSS for printed form

Graduate School Secretary

GSS sets up the online platform; S
(GSS), Advisory Committee Title/Concept Paper
(AC), Examining Committee Defense presents three titles with rationale
(EC), Student (S) before the AC and EC via online
platform or face-to-face
presentation; GSS records the
proceedings

Graduate School Secretary Post Title Defense GSS furnishes S the minutes of the
(GSS), Student (S) presentation
5 minutes

End of Transaction

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 INSTRUCTION

INSTRUCTIONAL PROCESSES IN THE NEW NORMAL INSTRUCTION

OLD NORMAL NEW NORMAL

1. TEACHING LOADS 1. TEACHING LOADS
2. PREPARATION OF COURSE 2. PREPARATION OF COURSE SYLLABUS
SYLLABUS
3. ACTUAL TEACHING 3. ACTUAL TEACHING (FIRST MEETING
FACE-TO-FACE)
ACTUAL TEACHING (FIRST MEETING
MODULAR)
ACTUAL TEACHING (FIRST MEETING
ONLINE)
ACTUAL TEACHING (SUCCEEDING
MEETING FACE-TO-FACE)
ACTUAL TEACHING (SUCCEEDING
MEETING MODULAR)
ACTUAL TEACHING (SUCCEEDING
MEETING ONLINE)
ACTUAL TEACHING (MODULAR BELOW 21
YEARS OLD)
ACTUAL TEACHING (ONLINE
ASYNCHRONOUS)
4. CONSULTATION/ADVISING 4. CONSULTATION/ADVISING
5. CONDUCT OF FACULTY MEETING 5. CONDUCT OF ONLINE FACULTY
MEETING
6. SIGNING OF CLEARANCE 6. SIGNING OF CLEARANCE
7. RELEASE OF CLASS CARDS WITH 7. RELEASE OF CLASS CARDS WITH
GRADES GRADES
8. NOMINATION OF ADVISORY
COMMITTEE
9. TITLE DEFENSE
10. PROPOSAL DEFENSE
11. PRE-ORAL AND FINAL ORAL DEFENSE
GRADUATE SCHOOL
12. CONDUCT OF COMPREHENSIVE EXAM
13. NOMINATION OF ADVISORY
COMMITTEE
14. TITLE DEFENSE
15. PROPOSAL DEFENSE
16. PRE-ORAL AND FINAL ORAL DEFENSE

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PREPARATION OF COURSE SYLLABUS

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Faculty (F) Familiarizing the Courses to be taught are assigned

assigned course to respective professors
30 minutes

F lists down possible topics and

Faculty Identifying Topics references
and References based on 8 hours
Course Description

F decides on the most essential

learning outcomes to be given
Faculty Identifying Most Essential emphasis
Learning Outcomes 4 hours
based on Curriculum Map
and Course Outcomes
F writes the first draft of the
syllabus
8 hours
Faculty Drafting the Syllabus
F edits the syllabus for sufficiency
and accuracy
Faculty Editing the Syllabus 2 hours

F submits syllabus to the PC,

QAC and D. Syllabus submitted
Program Chair (PC), Submitting the Syllabus may be in electronic or printed
Quality Assurance for Evaluation and
Chair (QAC), Dean form.
Approval
(D), Faculty 5 minutes

The syllabus is evaluated,

Evaluating The syllabus is
returned and revised
the Syllabus returned to the
faculty 8 hours
Program Chair (PC),
Quality Assurance
Chair (QAC), Dean
Faculty
(D), Faculty revises the
End of transaction
syllabus

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RELEASE OF ELECTRONIC CLASS CARDS

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Faculty Accomplishing F enters student’s grade in the

Individual Electronic electronic class card
Class Card 1 minute

Faculty Release of Electronic F sends electronic class cards to

Class Card the online classroom account of
student
1 minute

Student Student acknowledges

Student acknowledgment receipt of electronic
receipt class card
1 minute

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SIGNING OF CLEARANCE (FOR TEST PERMITS*)

PERSON INVOLVED ACTIVITY DETAILS

(Where, When, How)

Faculty and Staff (F&S), Preparing Clearance F & S prepare the clearance
Student (S) Forms forms of students; set
schedule for students to sign;
and transmit them to
concerned offices

Concerned Office (CO) Checking Requirements Frontline personnel of CO

reviews records of students
2 minutes

CLEARED NOT Signs clearance if the student

has complied; otherwise
Signs Notes and
student’s informs informs the
clearance and College/ College/Department of
transmits it to Department
next CO; last of student’s deficiencies
CO issues test deficiencies
permit and
transmit it to
College/
Department

Files test F & S appraise student of

Faculty and Staff (F&S) permit for
clearance status
release

CAPIZ STATE UNIVERSITY | LEARNING CONTINUITY PLAN

37
21
The New Normal Learning Guide
 INSTRUCTION

ASSIGNING OF TEACHING LOADS

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Dean (D), Program Chair Classifying faculty D and PC identify/consult

(PC), Faculty (F) according to qualified teachers to handle
specialization courses
30 minutes

Dean, Program Chair, Preparation of Teacher’s PC organizes teaching loads 6

Faculty Loads weeks before the start of classes
30 minutes

Preparation of Class
Dean, Program Chair, Schedules PC prepares class schedules
Faculty 1 week

Submission of Class
Dean, Program Chair, Schedules to the Dean and PC submits the class schedules to
Faculty, Registrar Registrar for Finalization the Dean and Registrar for
approval
1 hour

Reproduction and
Dean, Program Chair, Distribution of Teaching Staff reproduces approved
Faculty, Staff Loads teaching loads
5 minutes

Faculty receives teaching

End of transaction assignments and class schedules 4
weeks before
15 minutes

38 22
The New Normal Learning Guide
 INSTRUCTION

NOMINATION OF THESIS ADVISORY COMMITTEE (UNDERGRAD)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Program Chair (PC), Identifying thesis adviser S confers with PC and RC for the
Research Coordinator (RC),
identification of thesis
Student (S)
15 minutes

Dean (D) Appointment of Thesis/ RC endorses the identified adviser

Dissertation Adviser to the D; D appoints the thesis
adviser through a formal notice
5 minutes

Identifying members of S in consultation with A identifies

Adviser (A), Student advisory committee the other members of the advisory
committee
30 minutes

S secures the approval of the

Securing approval of
Student, Faculty identified professors as members
advisory committee
of the advisory committee by
affixing their signatures in the
nomination form
30 minutes

Student Submission of S submits accomplished

nomination form nomination form to the RC
1 minute

End of Transaction

23 39
CAPIZ STATE UNIVERSITY | LEARNING CONTINUITY PLAN
The New Normal Learning Guide
 INSTRUCTION

PRE-ORAL AND FINAL ORAL DEFENSE (UNDERGRAD)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

Research Coordinator S consults with adviser and AC in the
(RC), Advisory Committee development of complete research
(AC), Examining Preparation for Pre-Oral paper and then submits it to AC for
Committee (EC), Student Presentation evaluation; AC signifies to the RC the
(S)
readiness of the paper for pre-oral
presentation

Research Coordinator RC informs AC and EC of the electronic

(RC), Advisory Committee Pre-Oral Presentation submission of the paper in lieu of face-
(AC), Examining to-face pre-oral presentation; S sends
Committee (EC), Student
each member of AC and EC a copy of
(S)
research paper; AC and EC evaluate the
paper end enter suggestions; the
corrected paper is sent back to S

Research Coordinator S works on the suggestions, consults

(RC), Advisory Committee Preparation for Final adviser and AC in the improvement of
(AC), Examining Oral Defense the paper; AC signifies to the RC the
Committee (EC), Student readiness of the paper for final oral
(S) presentation

GSS confers with AC and EC on the

Research Coordinator Scheduling Final Oral proposed schedule of final oral defense;
(RC), Advisory Committee Defense
(AC), Examining once cleared; RC posts schedule of final
Committee (EC), Student oral defense; RC informs S; S submits
(S) copies of research paper to the AC and
EC at least 7 days before the scheduled
defense directly for electronic form and
to the RC for printed form

Research Coordinator Final Oral Defense RC sets up the online platform; S

(RC), Advisory Committee presents thesis/dissertation before the
(AC), Examining AC and EC via online platform or face-
Committee (EC), Student to-face presentation; RC records the
(S) proceedings

RC furnishes S the minutes of the

Research Coordinator Post Final Oral Defense
(RC) presentation
5 minutes

End of Transaction

40 24
The New Normal Learning Guide
 INSTRUCTION

PROPOSAL DEFENSE (UNDERGRAD

PERSON INVOLVED ACTIVITY DETAILS

(Where, When, How)

Student (S), Research S confers with adviser and AC in

Coordinator (RC), Advisory Preparation for Proposal the development of proposal
Committee (AC) Defense
paper; AC signifies to the RC the
readiness of S to present proposal
paper

Research Coordinator, RC confers with AC and EC on

Advisory Committee (AC), the proposed schedule of proposal
Scheduling Proposal
Examining Committee (EC), defense; RC posts schedule of
Defense
Student
proposal defense; RC informs S; S
submits copies of proposal paper
to the AC and EC at least 5 days
before the scheduled defense
directly for electronic form and to
the RC for printed form

Research Coordinator, RC sets up the online platform; S

Proposal Defense presents proposal paper before the
Advisory Committee (AC),
Examining Committee (EC), AC and EC via online platform or
Student face-to-face presentation; RC
records the proceedings

Research Coordinator Post Proposal Defense RC furnishes S the minutes of the

presentation
5 minutes

End of Transaction

25 41
CAPIZ STATE UNIVERSITY | LEARNING CONTINUITY PLAN
The New Normal Learning Guide
 INSTRUCTION

TITLE DEFENSE (UNDERGRAD)

PERSON INVOLVED ACTIVITY DETAILS (Where, When, How)

S confers with adviser and AC in

Student (S), Research Preparation for Title/ the development of concept paper;
Coordinator (RC) Concept Defense
AC signifies to the RC the
readiness of S to present title

RC confers with AC and EC on

Research Coordinator, Scheduling Title/ the proposed schedule of
Advisory Committee, Concept Defense title/concept defense; once
Examining Committee cleared, RC posts schedule of title
defense; S submits copies of
concept paper to the AC and EC
at least 3 days before the
scheduled defense directly for
electronic form and to the RC for
printed form

RC sets up the online platform; S

Research Coordinator, presents three titles with rationale
Title/Concept Paper
Advisory Committee (AC), before the AC and EC via online
Defense
Examining Committee (EC) platform or face-to-face
presentation; RC records the
proceedings

Research Coordinator, RC furnishes S the minutes of the

Advisory Committee (AC), Post Title Defense
presentation
Examining Committee (EC)
5 minutes

End of Transaction

42 26
The New Normal Learning Guide
 NOTES

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 VISION
Center of Academic Excellence
Delivering Quality Service to all.

MISSION
Capiz State University is committed to provide advance knowledge and innovation; develop skills, talents
and values; undertake relevant research, development and extension services; promote entrepreneurship
and environmental consciousness; and enhance industry collaboration and linkages with partner agencies.

GOALS
●● Globally competitive graduates;
●● Institutionalized  research culture;
●● Responsive and sustainable extension services;Maximized profit of viable agro-industrial business
ventures; and
●● Effective and efficient administration.

QUALITY POLICY
CapSU is committed to be the center of academic excellence delivering quality service to all by:

C ontinuing innovations and quality improvements cultivating an efficient and effective environment
for maximum clientele satisfaction;

A dhering to laws and regulations, global standards and environmental change requirements;

P articipating in sustainable development projects for inclusive economic growth;

S howing quality outputs; and

U pholding values and integrity and nurturing talents and skills for global competitiveness
 CAPIZ STATE UNIVERSITY
Fuentes Drive ⃝ Roxas City, Philippines 5800 ⃝ Telefax: (036) 621-5348 ⃝ Tel. No.: (036) 620-0682
Capiz State University is accredited by Accrediting Agency of Chartered Colleges and Universities
of the Philippines (AACCUP) and is a member of Philippine Association of
State Universities and Colleges (PASUC) and Agricultural Colleges Association of
the Philippines (ACAP)