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Aldersgate College Performance Evaluation System
Image courtesy of http://www.saha.org
Marlou Felix S. Cunanan III, MBA, MIT
The performance evaluation system operates on the principle that work effectiveness can be assessed through observation of occurrences in desired human behaviors. It also subscribes to the belief that there is always room for continuous improvement in work performance provided desired human behaviors are learned, assimilated and practiced. The Performance Evaluation System (http://academics-software.com/software/performance-evaluation-system) is therefore a tool for measuring, monitoring and controlling work performance from different perspectives, i.e., students, subordinates, superiors, and peers.
The Performance Evaluation System provides a list of desired human behaviors that have been proven capable of generating positive teaching outcomes. It provides benchmarks for identifying and measuring weaknesses in job performance so that proper remedies can be instituted. This includes self-correcting mechanisms at the personal and institutional levels.
The performance reports and ratings generated by the various evaluation perspectives will be analyzed and consolidated to be used for making decisions on the following:
- Employee improvement programs
- Granting of pay increments
- Determining order of layoffs
- Rating employee’s suitability for promotion
- Examining the employee’s suitability for the job
- Justifying administrative decision to transfer, demote, or dismiss an employee
3rd National ICT Summit 2010
Recognizing the pressing need to take crucial steps in closing the gaps between academe, technology and industry, Dr. Junifen F. Gauuan, Aldersgate College President together with Mr. Marlou Felix Cunanan III, ACI Director, attended the 3rd National ICT Summit 2010 held last November 25-26, 2010 at the L Fisher Hotel in Bacolod City.
The summit aims to gather national and local government leaders and various stakeholders of the Information Technology – Business Process Outsourcing industry to develop and propel the Philippine ICT services towards making the Philippines the most preferred outsourcing and off-shoring destination in the world.
Through the National ICT Summit, the National ICT Confederation of the Philippines (NICP) was forged to be the recognized national venue for collaboration, sharing of best practices and development of linkages for growth and sustainability.
With this, Aldersgate College continues to equip its students with knowledge and skills to make them globally competitive in seizing the countless opportunities made possible through ICT.
BSIT Course Description
IT 11 – Information Technology Fundamentals
This course introduces the students to what information technology is, it’s different areas (Computer Programming, Networking, Multimedia Design, Database management Systems, Systems Administration, Project Management) and will help them think and analyze computer hardware and software problems and Development logically
It also discusses the awareness and significance of Information Technology, Understanding the different areas of information technology and acquiring ideas on the different areas of information technology.
IT 12 – Computer Application 1
The primary objective of this course is to illustrate the intermediate level features of windows, word processing, database, spreadsheet, email and contacts (Outlook) and presentation software. Basic Internet usage will also be presented. Throughout the course, business simulations will be used to enhance key concepts of each application. This course will utilize Microsoft Office 2007 software.
IT 13 – Computer Programming 1 – Java
Introduction to Programming 1 teaches students to program using the Java programming language with the help of the Netbeans Integrated Development Environment. As an introduction, this course gives students an overview of the different components of the computer, different number systems and its conversions and Problem-solving strategies.
IT 14 – Computer Programming 2–Advanced Java
Introduction to Programming 2 provides a more detailed discussion of the different object-oriented programming concepts including classes, inheritance and polymorphism. Event-handling, exception handling and API programming are also taught to the students in this course. The students will learn about advanced programming techniques such as recursion and abstract data types (stacks, queues and linked structures) as well.
IT 15 – Fundamentals of Internet Application HTML & Java Script
This course formally introduces students to learn the most important topics of HTML, including creating an HTML document, viewing an HTML file in a web browser, working with tag text element, including heading, paragraphs and lists, inserting special characters, lines & graphics; creating hyperlinks text links, working with colons, and images; creating text and graphical tables, using tables to enhance page design, creating and working with frames; controlling the behavior of hyperlinks on page frames; creating an on-line forms.
IT 16 – Computer Organization
This course will orient the student about the different peripherals used in the computer system, the student will learn how to disassemble and assemble a computer from computer 486 to a latest model and install different operating system and application software.
This course provides an overview of the architecture and organization of a computer, how it is built. It includes a discussion of the CPU, memory, I/O organization and peripherals.
IT 17 – Networking Management
This course will orient the student about the different peripherals used in the computer system, the student will learn how to disassemble and assemble a computer from computer 486 to a latest model and install different operating system and application software.
This course provides an overview of the architecture and organization of a computer, how it is built. It includes a discussion of the CPU, memory, I/O organization and peripherals.
IT 18 – Object Oriented Programming 1 (VB.NET)
The Computer Programming 4 course introduces the students to Visual Basic Application Development with Database Connectivity using ADODB component. This course prepares the students for more advanced programming in Database Management with the use SQL Programming. This course also prepares the students to high-level programming such as Advance Microsoft VB.NET with RDLC and Crystal Reporting.
This course provides the students with the fundamental understanding of object-oriented programming using Java. It introduces the different concepts that are commonly associated with object programming.
IT 19 – Discrete Structures
This course covered the mathematical topics most directly related to computer science. Topics included: logic, relations, functions, basic set theory, countability and counting arguments, proof techniques, mathematical induction, graph theory, combinatorics, discrete probability, recursion, recurrence relations, and number theory. Emphasis will be placed on providing a context for the application of the mathematics within computer science. The analysis of algorithms requires the ability to count the number of operations in an algorithm.
IT 20 – Quality Consciousness and Habits with Personal Development
The Information Systems professional will be expected to contribute to business growth and organizational efficiency by knowing enough about the business to decide how computers may help, and knowing enough about computers to decide what potential improvements in business processes can be achieved. Increasingly, organizations are realizing that they need IS professionals who possess business and management ability alongside their specialist IT knowledge. All managers must appreciate the organization’s mission, strategy and objectives, be aware of how the business works, and be able to manage effectively and influence decision makers in order to achieve the organization’s aims. And be aware on What happening in the world of Information technology Today
IT 21 – Operating Systems Applications
This course will orient the student about the different peripherals used in the computer system, the student will learn how to disassemble and assemble a computer from computer 486 to a latest model and install different software. Identify the different peripheral of a computer system, Enhance knowledge in hardware servicing and practice, Basic troubleshooting of hardware and software issues. Installation of hardware and software.
This course provides an introduction to the concepts, theories and components that serve as the bases for the design of classical and modern operating systems. Topics include process and memory management, process synchronization and deadlocks.
IT 22 – Object Oriented Programming 2 (Adv. VB.NET)
The Object oriented Programming course introduces the students to Visual Basic Application Development with Database Connectivity using OLEDB component. This will also cover Advance Reporting Technology using .NET Reports and Crystal Reports.
IT 23 – Computer Programming 3 Visual Fox Pro 9
Visual Fox Pro is a database management system (DBMS) that adheres to the two program design paradigm- the Structured Programming and Object-Oriented Programming (OOP). With these two paradigms, we can design and develop powerful and flexible business application systems such as Point-of-Sale (POS) systems, Inventory Control System, Enrollment System, Payroll System, Shipping Reservation System, Hotel Reservation System, Hospital Billing System, and much more to mention, that involves manipulating stored data in tables or tables. We can accomplish these data records manipulation using the older style of searching data through locate and seek command and using relational database management system (RDBMS) standard in data records manipulation : the Structured Query Language( SQL) through select and its related commands.
IT 24 – Database Management System 1
This course acquires a wide understanding on Applications and their Capabilities. Students become aware of the significance of Database Application. They will be familiarize themselves with Different Lingo, Roles, and Environment Structure of the DAO and ADODC Components, define the properties of DAO and ADODC Components, and learn how to manipulate (modify, delete, and add records) the database.
IT 25 – Graphic Design
This course provides advance knowledge on Graphic Design, Photography and Photo Editing, Video Editing and Subtitling, and Desktop Publishing using Corel Draw, Photo Paint, Photo Shop and Magix application.
IT 26 – Systems Analysis Design
This course teaches the application of software engineering techniques in the information system life cycle. There is an emphasis on project management and formal analysis, design, implementation and evaluation techniques. Use of various software engineering analysis and design tools and techniques are covered: information gathering for defining system requirements, entity-relationship diagrams, data flow diagrams, data dictionaries, and prototyping. The course will also present current topics, such as extreme programming, rapid application development (RAD), and the capability maturity model (CMM). This course will provide hands-on practice with project management and systems development through exercises in PERT/CPM and the design and prototyping of inputs/outputs, data structures, program modules, and documentation.
IT 27 – Database Management System 2 (Adv. SQL)
This course unit offers an introduction to the latest, cutting-edge research outcomes in the area of database management systems (DBMSs). It starts with a brief overview of the internal architecture of traditional DBMSs, and proceeds to cover a range of advanced systems that extend that architecture to different execution environments than the classical, centralized one. The viewpoint adopted throughout is systems-oriented and research-oriented. Focus falls on the impacts on classical query processing functionality (i.e., impacts on other DBMS-provided services such as storage, concurrency and transaction management are largely ignored) with the use of Adv. SQL.
IT 28 – Elective 1 (Data Warehousing and Data Mining)
In the introduction, besides learning basic terminology, students will learn the need for and uses of data warehouses and how they differ from traditional databases. Two sections follow in which the specialized data model and tools used in data warehouses are presented. Once students have acquired sufficient knowledge of the nature of data warehouses, the course presents an overview of the process by which data warehouses are designed and populated. The course concludes with a discussion of some existing technologies, including SQL, and the degree to which they address, or don’t address, the requirements of data warehousing. Laboratory exercises are designed to demonstrate the difficulties present in some parts the warehousing process. Specifically addressed are the problems associated with extraction, transformation and loading data and the inadequacies of SQL for use in On- Line Analytical Processing (OLAP).
This course introduces basic concepts, tasks, methods, and techniques in data mining. The emphasis is on various data mining problems and their solutions. Students will develop an understanding of the data mining process and issues, learn various techniques for data mining, and apply the techniques in solving data mining problems using data mining tools and systems. Students will also be exposed to a sample of data mining applications.
IT 29 – Web Programming (PHP/MySQL)
Much of the content on the internet is generated dynamically by computer programs. This course will explore the various technologies involved, including forms, HTML, Java scripts, SQL databases, PHP/MySQL Server-Side-Scripting Technology and a bunch of other acronyms. The specific programming language(s) and tools we will look at will depend on the background and skills of the participants, but will include at least HTML, SQL. JavaScript, PHP, and frameworks such as HTML::Mason and Rails are other possibilities.
Concepts of web programming such as client and server side development, dynamic web pages, installation and maintaining Apache web server for Windows platforms. Design of static and dynamic web pages, PHP scripts is emphasized.
IT 30 – Software Engineering
This course in systems engineering examines the principles and process of creating effective systems to meet application demands. Concepts, problems, and methods of systems engineering are introduced in lectures and discussions and applied in assignments and through semester-long group projects. The focus is on systems of hardware and software components engineered to perform complex behavior. Such systems embed computing elements, integrate sensors and actuators, operate in a reliable and timely fashion, and demand rigorous engineering from conception through production. Applications of robotics technology, which by definition constitute complex systems, will be used to illustrate applications and the challenges in engineering complex systems.
The course is organized as a progression through the systems engineering processes of analysis, design, implementation, and deployment with consideration of verification and validation throughout. Case studies and guest lectures in each phase present best practice in the field, and both successes and failures are considered. Reading assignments from textbooks and current literature tie theory to practical methods of creating complex engineered systems.
IT 31 – Professional Ethics and Values Education
The course introduces ethics and ethical theories; provides discussions on the ethical dilemmas and issues facing IT practitioners. An appreciation and discussion of the Code of Ethics of I. T. Professionals; cybercrimes and appropriate Philippine Laws are also included.
IT 32 – IT Elective 2 (Management Information Systems)
In today’s business environment, information systems play a critical role in almost every organization. Information systems not only perform routine functions in organizations, but increasingly often they are critical to the organization’s achievement of its strategic long term goals. It is therefore essential that manager, professionals, and those serving in many other capacities be fluent in the language of information systems and understands the role that information systems play in organizations. In order to be most effective, mangers, professionals, and others must also understand how information systems are designed, constructed, implemented, and managed.
IT 33 – Multimedia Systems
Multimedia has become an indispensable part of modern computer technology. The integration of video and audio technology with various communication systems is one of the most important aspects of modern electronic systems. This course will provide an introduction to a systems level approach for multimedia systems and will provide an accessible context for subsequent modules on detail aspects of communications, computing and signal processing. Concepts of digitizing, efficient storage, processing and delivering of multimedia data, such as image, video, audio, speech, music, graphics and text, within a broad multimedia usage framework will be addressed.
Free Elective 1 – E-Business
Electronic commerce may be thought of as a revolution in progress. If organizations are going to take advantage of the new Internet technologies, the must first address them as an integral part of their strategic perspective. Businesses are recognizing the Internet’s role in the decision process that organizations go through in analyzing and purchasing goods and services. Electronic commerce is the use of computer networks to improve organizational performance. Increasing profitability, gaining market share, improving customer service, and delivering products faster, cheaper, better are some of the organizational performance gains possible with e-commerce. E-commerce is more than ordering goods from an on-line catalog. It involves all aspects of an organization’s electronic interactions with its stake holders, the people who determine the future of the organization. Topics covered are E-business Strategy, Business Models in the new world, Cyberservices, E-business relationships , E-business technology , E-Marketing and e-payment , Antecedents and barriers to e-commerce , Business Process Management and Post-mordenism.
IT 34 – Capstone Project- Technopreneurship
This course presents students with an opportunity to put all of students’ business skills to the test as they work with actual high technology, meet veteran entrepreneurs and startup experts, and prepare and pitch their business plans. Experiencing the opportunity to “bridge the gap between theory and practice”. Students will identify and analyze entrepreneurial opportunities throughout their career. This course encourages students to practice managing risk and return and learn from failure. Our objective is to help students have more fun and success with their career by practicing entrepreneurship. We believe that at least once in their career they will be faced with a golden opportunity. We intend to provide students with the background and tools necessary to recognize that opportunity when it appears seize it and build a successful new business. The business plans will concentrate on the fundamentals of building a great business, including the business proposition, the business model, the customer need being fulfilled, the product, the competition, the market, the industry, the channels of distribution, the customer, the selling cycle, price points, innovation, forms of business entities, operations management and funding requirements.
IT 35 – Distributed Systems
This module introduces the fundamental characteristics of distributed systems, their models and architectures, together with the methods and technology used during their design and implementation. The issues to be discussed will include topics such as distributed system architecture, communication mechanisms, protocols, consensus algorithms, real-time and synchronization issues, storage organization access control, object-based distributed systems, fault-tolerance, naming, security and code mobility.
IT Elective 4 – Systems Integration
This course focuses on the integration of information systems in organizations, the process by which different computing systems and software applications are linked together physically or functionally. It examines the strategies and methods for blending a set of interdependent systems into a functioning or unified whole, thereby enabling two or more applications to interact and exchange data seamlessly. The course will explore tools and techniques for systems integration as well as proven management practices for integration projects.
Free Elective 2 – Principles and Method of Teaching
The course introduces prospective teachers to the nature of teaching. It deals specifically with the principles of effective instruction and the concomitant process involved; instructional planning and demonstration teaching. It is blend of theoretical information and selected matching actual experience. At the end of the course, the students are expected to demonstrate an in-depth knowledge and understanding of the concepts of teaching and the teaching profession, acquire decision-making skills related to methodologies and instructional delivery systems, display competencies in applying teaching strategies appropriate for a particular learning situations and manifest professionalism and professional work ethics benefitting a teacher.
Free Elective 3 – Human and Computer Integration
This course is an introduction to models and methods of human computer interaction, including: HCI theory; interface development methods, such as user-centered design, prototyping, and participatory design; evaluation and testing techniques, such as heuristic evaluation, the cognitive walkthrough, and usability testing; user-interface programming; and ethical and societal issues. The information exchange between humans and computer systems will be examined. Aspects of input/output devices, software engineering, and human factors will be discussed with respect to human-computer interactions. Topics include: text and graphic display; user modeling; program design, debugging, complexity and comprehension; and current research studies and methodologies.
IT 36 – Internship/OJT/Practicum/Defense of Capstone Project
This course provides practical general training and experience in the workplace. The OJT Coordinator with the Trainer develops and documents an individualized plan for the student. The plan relates the workplace training and experiences to the student’s general and technical course of study. The guided external experiences may be paid or unpaid. Competencies such as Database creation and management, Resources, Interpersonal, Information Systems, Programming, Analysis, Design, Basic Skills ,Thinking Skills and Personal Qualities.
Faculty Action Research
Focus : Achieving Quality in Education: Strategies for Change
Topic : Assessment Procedures – theory and practice
Title : INTEGRATING E-LEARNING AMONG THIRD YEAR BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY STUDENTS TAKING UP COMPUTER SYSTEMS AND ADVANCE COMPUTER NETWORKING COURSES AT ALDERSGATE COLLEGE
By: MARLOU FELIX S. CUNANAN III, MBA, MIT
BACKGROUND OF THE STUDY
In 1922 Thomas Edison predicted that “the motion picture is destined to revolutionize our educational system and … in a few years it will supplant largely, if not entirely, the use of textbooks.” Twenty-three years later, in 1945, William, the director of the Cleveland public schools’ radio station, claimed that “the time may come when a portable radio receiver will be as common in the classroom as is the blackboard.” Forty years after that the noted psychologist B. F. Skinner, referring to the first days of his “teaching machines,” in the late 1950s and early 1960s, wrote, “I was soon saying that, with the help of teaching machines and programmed instruction, students could learn twice as much in the same time and with the same effort as in a standard classroom.” Ten years after Skinner’s recollections were published; President Bill Clinton campaigned for “a bridge to the twenty-first century … where computers are as much a part of the classroom as blackboards.” Clinton was not alone in his enthusiasm for a program estimated to cost somewhere between $40 billion and $100 billion over the next five years. Speaker of the House Newt Gingrich, talking about computers to the Republican National Committee early this year [1997], said, “We could do so much to make education available twenty-four hours a day, seven days a week, that people could literally have a whole different attitude toward learning.”
Looking back on the last century and the comment by Oppenheimer, it is interesting to note how there has been a subtle shift in focus from promoting a variety of information and communication technologies in the learning environment to the expectation that education could be available twenty-four hours a day, seven days a week. What was omitted was the additional time period of 365 days a year. It is this leap of understanding that has taken many people in education by surprise and accounts for a healthy dose of both skepticism and optimism. Since 1997 when Oppenheimer wrote his paper The Computer DELUSION, examples of 24/7 education in schools has not evolved at the anticipated rapid rate to meet the promise and expectations. This is in direct contrast to the enormous growth of the Internet and the level of access in both homes and schools over the past four years. Greater access does not infer greater uptake of e-education.
The e-learning approach on the program is based on an underlying assumption that engagement in study will take place alongside participants’ professional work, with academic study enhanced by reference to current practice, and direct relevance of study to challenges and issues within the work context. With this in mind, almost all modules encourage assignments and project work to be contextualized within real educational contexts, and students are encouraged to combine a depth of exploration into issues pertaining to e-learning within their own contexts with mutual and peer learning through comparison and contrast with the contexts of their online colleagues.
All have been involved in the design of active learning activities which include online seminars, mini-action research projects, the development, implementation and evaluation of a period of e-Teaching Practice, the design and development of e-resources, and the development of a collaboratively-owned e-dossier comprising individual papers investigating a negotiated theme and topic related to e-learning management and implementation.
Engagement in this program has provided a valued form of professional development for some other academic colleagues and support staff across the college and has been instrumental in informing the development of online provision of modules and program within their own departments and faculty.
SCHOOL OF INFORMATICS ACADEMIC, ENTRANCE AND CHED SCHOLARS
Scholars during the Recognition Program held on September 9, 2010. Two (2) Entrance Test Scholars from the department who were among the Top Ten in the Proficiency Examination conducted by the Office of Guidance and Promotions for entering freshmen were also recognized during the program and they were Ms. Christine Mae F. Matias, ACT-1 in 8th Place and Mr. Jimmuel B. Agwit, BSIT-1 in 10th Place. Just like the academic scholars the two freshmen will likewise enjoy Full-Tuitional Scholarship during the first semester, SY 2010-2011. The Commission on Higher Education (CHED) Scholars were also recognized and among our student grantees were Ms. Ian Rose F. Dulce, BSIT-3; Ms. Mary Joy C. Peralta, BSIT-3; Ms. Angel A. Pilar, BSIT-3 and Ms. Remanel M. Esquejo, BSIT-3. We congratulate our dear scholars and grantees, keep up the good works!
IT STUDENTS PASSED THE NATIONAL CERTIFICATION IN COMPUTER HARDWARE SERVICING (NC 2) OF THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY (TESDA)
The Technical Education and Skills Development Authority (TESDA) released the result of the Trade Assessment for National Certification in Computer Hardware Servicing (NC 2) where five (5) IT students passed said examination. The following are the successful examinees: Irene G. Lumbo, Mark Anthony C. Julian, Dominic B. Be-ilan, Joy C. Soriano, and Jairus Bryan S. Lodriguito. The IT passers are now qualified as Trainer not only in PC Operations but in Computer Hardware Servicing under TESDA. This TESDA National Certification also qualifies the passers for both local and foreign employment, aside from being a Civil Service Eligibility.
2009-2010 INFORMATION TECHNOLOGY WEEK
The Information Technology students celebrated their IT Week on February 16-19, 2010 with the theme: “Think. Try. Explore” through a series of seminars and workshops, including IT skills competition held at the Aldersgate College Audio Visual Room, ICDC Building. Mrs. Sharon Joy D. Cabanlong, IT Coordinator delivered her Welcome Address followed by the seminar proper. The first speaker who was introduced by Mr. Luther King A. Tambaoan, IT instructor was Mr. Led Fender L. Montano, Web Programmer, who talked on “Web Layouting” followed by Ms. Dianne Rose Bangloy, Instructor- School of Computing Science and Information Technology of Saint Mary’s University in Bayombong, Nueva Vizcaya who talked on “IT Research Development”, together with Mr. RogieTaborda, also an Instructor of SCSIT, SMU. Day 2, February 17, 2010 was a continuation of the seminar with Mr. Dione C. Domingo, Web Programmer and Animator of ThinkpaddShowreel, Inc., Ortigas City, Metro Manila as speaker. A parallel session was held at the Computer Laboratory 2 with Mr. Marlou Felix S. Cunanan III, ACI Director of Aldersgate College who talked on “Internetworking”. In the afternoon session, Mr. Jovanni Wayne Ogaya, Web Programmer and Animator, also of ThikpaddShowreel, Inc., discussed “Web Development”. A parallel session was also held at the Computer Laboratory 2 with Mr. Rodel B. Balallo, ACI-Graphics Designer and IT Instructor who talked on “Graphics Designing Using Corel and Adobe Photoshop”. On Day 3, February 18, 2010, Mr. Pink Euria L. Montano, Computer Programmer and IT Instructor talked on “Robotics Using Visual Basic 6.0 and Visual Basic.Net” in the morning session and in the afternoon, Mr. Robert Aaron Y. Tabuan of RobtechCompany, discussed “Network and System Administration in Linux Platform”. Day 4 was the schedule for the Skills Competition with the following contest events and corresponding winners; IT Awareness Quiz Bee- Fist Place- Third Year BSIT, Second Place- 4th Year BSIT and Third Place- First Year and Second Year ACT & BSIT students; Computer Programming Skills- Mr. Dexter Vargas, BSIT 3 emerged as the Champion; Graphics Designing Skills- Mr. Emanuel Balmores was also the Champion. Students from other courses like the BSC, BSBA, ECSC and BSA also attended and actively participated during the seminars. To all the students and faculty, Congratulations for a job-well-done!
