How We Confer Your Degree

"You are your own best teacher"--J. Buffett

There are three ways in which St. Linus may confer a student his/her degree(s). Please choose one:

OPTION 1: CREDIT BY ACCELERATION EXAM

We use standardized tests for mental ability. These tests measure underlying ability and learning. If a student passed the test and fulfilled all the academic requirements, s/he will be conferredthe degree. Some of these tests are:

• Aptitute Test - is designed to predict an individual's natural (or specialized) ability to learn certain skills.
• Intelligence Test - is designed to determine the relative mental capacity of a person.
• Achievement Test - is designed for measuring the skill or knowledge attained by an individual in one or more fields of work or study.

OPTION 2: CREDIT BY CREDENTIAL EVALUATION OR DEGREE EQUIVALENCY

Applicants will be assessed on their education, training, knowledge, skills, experience and responsibility. We believe that some of the most effective learning does not come from a textbook, but from actual experiences and hands on learning. We give value or EQUIVALENCY to the knowledge you've achieved through your life pursuits. This process is a comprehensive educational assessment program which recognizes knowledge, skills, attitudes and values obtained by individuals from formal, non-formal and informal education and training and related work experiences.

We administer competency-based evaluation by establishing equivalency competence standards and a comprehensive assessment system employing written test, interview, skills demonstration and other creative assessment methodologies. A Panel of Assessors is convenedto determine the candidates knowledge, skills, attitudes and values relevant to a particular discipline, and the appropriate, convenientcompetency enhancement program. The candidate consequently earns the equivalent entry credits or prerequisites for the appropriate certificate or degree.

Said credits, however, will be awarded only if the student's acquired credentials are equivalent to what would have been taught in a college level course and s/he has sufficient, verifiable and demonstrable academic knowledge and technical skills supporting his/her claim. We shall confer the degree provided that the student has met all academic requirements and the required number of hours on the course in which s/he is applying for.

All of our programs are based on FLEXI-TIME system. This is a flexible or compressed work schedules in which students can, within a prescribed band of time, start and finish their workload at their own pace as long as they complete the total number of hours required for a given work period for each major and degree type:1 unit = 18 hours x 3 units per subject = 54 hours per semester. For example:

a) If you are applying for an Associates Degree, you need to have a minimum of 1,728 hours worth of schooling, examinations, assignments, projects, etc. on an online class setting (i.e., an equivalent of 96 units [or 32 subjects] x 18 hours = 1,728 class hours) + 3 units of research (54 hours excluding the additional number of hours for the whole research process) = 99 units or 1,782 hours.

Associates Degree Program = 99 Units |6 Semesters ( or 3 years) | 1,782 class hours

96 units (32 subjects) x 18 weeks = 1,728 hours + 3 units(54 hours) = 99 units (1,782 hours)

• 2 years work/life experience related to your major
• 1 year work/life experience related to your major and 30 college credits
• Any combination of the above (plus the required minimum academic requirements)

b) If you are applying for a Bachelors Degree, you need to have a minimum of 2,160 hours worth of schooling, examinations, assignments, projects, etc. on an online class setting (i.e., an equivalent of 120 units [40 subjects] x 18 hours = 2,160 class hours) + 6 units of research (108 hours excluding the additional number of hours for thewhole research process) = 126 units or 2,268 hours.

The below is the CHED required General Education Curriculum (GEC) for all Bachelor's degree programs in the Philippines under CHED-MEMO NO. 59 s. 1997:

Bachelors Degree Program = 126 Units | 8 Semesters (or 4 years) | 2,268 class hours

120 units (40 subjects) x 18 weeks = 2,160 hours + 6 units (108 hours) = 126 units (2,268 hours)

You may qualify for a fast tract Bachelor's program if you have one of the following entry requirements:

• 4 years work/life experience related to your major
• 3 years work/life experience related to your major and 30 college credits
• 2 years work/life experience related to your major and 60 college credits
• Any combination of the above (plus the required minimum academic requirements)

c) If you are applying for a Master's Degree, you need to have a minimum of 810 hours worth of schooling, examinations, assignments, projects, etc. on an online class setting (i.e., an equivalent of 45 units [15 subjects] x 18 hours = 810 class hours) + 9 units of research (162 hours excluding the additional number of hours for thewhole research process) = 54 units or 972 hours.

Masters Degree Program = 54 Units | 3 Semesters (or 1.5 years) | 972 class hours

45 units (15 subjects) x 18 weeks = 810 hours + 9 units (162 hours) = 54 units (972 hours)

You may qualify for a fast tract Master's program if you have one of the following entry requirements:

• 2 years work/life experience related to your major and a bachelor degree
• 5 years work/life experience related to your major and an associate degree
• Any combination of the above (plus the required minimum academic requirements)

The Master's degree curricula as per CHED Government Recognition No. 076, series of 2010:

• Master of Humanities
• Master of Social Studies
• Master of Information Technology
• Master of Business Administration

d) If you are applying for a Doctoral Degree, you need to have a minimum of 1,080 hours worth of schooling, examinations, assignments, projects, etc. on an online class setting (i.e., an equivalent of 60 units [20 subjects] x 18 hours = 1,080 class hours) + 12 units of research (216 hours excluding the additional number of hours for thewhole research process) = 72 units or 1,296 hours.

Doctoral Degree Program = 72 units | 4 Semesters (or 2 years) | 1,296 class hours

60 units (20 subjects) x 18 weeks = 1,080 hours + 12 units (216 hours) = 72 units (1,296 hours)

You may qualify for a fast tract Doctoral program if you have one of the following entry requirements:

• 2 years work/life experience in your field and a master degree
• 10 years work/life experience in your field
• Any combination of the above (plus the required minimum academic requirements)

The Doctoral degree curricula as per CHED Government Recognition No. 077, series of 2010:

• Doctor of Humanities
• Doctor of Social Studies
• Doctor of Information Technology
• Doctor of Business Administration

OPTION 3: CREDIT BY MATRICULATION /BRIDGING OR LADDERIZED PROGRAM

If a student is not interested to get his/her degree via #1 or #2, option #3 is available: s/he can enroll, study and pass all the requirements online then graduate, click here for the "Types of Assignments."

Performance Metrics and Measurement

"Education is not preparation for life; education is life itself"--John Dewey

Academic freedom "refers to the freedom of higher education institutions to determine their aims and objectives and how to attain them without threat of coercion or interference, except, when the overriding public interest calls for some restraint." (MORPHE, Section 5, subsection 17)

We use standardized metrics for the relative performance evaluation of our students' scholastic output. Click to calculate GPA and the Transmutation Table #1, #2, and #3.

Enrollment and Graduation Period

"You can get all A's and still flunk life"--Walker Percy

The CHED Manual of Regulation for Private Higher Education (MORPHE) Article XVII, Section 78 states:

"The academic year for collegiate courses shall consist of not less than thirty-six 36 weeks, or eighteen (18) weeks a semester, or its equivalent or normally six (6) school days each week, exclusive of approved vacations and inclusive of legal and special holidays and days for special activities. In any case, the total number of days on which regular school sessions are held shall not be less than two hundred (200) or one hundred (100) each semester, exclusive of all holidays and registration days, and class days suspended due to natural or man-made causes.

The summer term for collegiate courses shall consist of the number of hours per unit as prescribed by the Commission. The standard period of every subject shall be one (1) hour. A one-hour lecture of recitation each week or a total of not less than seventeen (17) hours in a semester, shall be equivalent to one (1) unit of college credit. Two or three (3) hours of laboratory work, drafting, shop or fieldwork shall be equivalent to 1 hour of classroom lecture of recitation work."

Whichever Term you start counting as your first, you will end on the 3rd Term for the Master's and the 4th Term for the Doctorate. The Summer Term may also be included in the Term count if one wishes to fast tract his/her academic program. Here is a sample of Collegiate Calendar in the Philippines.

The Academic Year of St. Linus University in the Philippines

Masteral Program = 3 Terms / 54 Units

972 Class Hours for 18 weeks (100 days) per semester

Regular Cycle

Irregular Cycle

Doctoral Program = 4 Terms / 72 Units

1,296 Class Hours for 18 weeks (100 days) per semester

Regular Cycle

Irregular Cycle

Principles of Learning

"Education consists mainly of what we have unlearned"--Mark Twain

Educational psychologists have identified several Principles of Learning, also referred to as Laws of Learning.

They provide additional insight into what makes people learn most effectively.

The Principles of Learning we utilize in our off-campus study programs are as follows:

1. Principle of Readiness: we learn best when we are ready to learn. We help to create this readiness by letting learners know how important the training is, why they should take it, and the benefits it should bring them.

2. Principle of Association: proceed from the known to the new, to start with simple steps and gradually build up to the new and more difficult task.

3. Principle of Involvement: for significant learning to occur, our learners must be actively involved in the learning process. We use learner involvement tools such as hands-on training, question and answer group discussion, audiovisual aids, case problems, role playing simulations, quizzes and application exercises.

4. Principle of Repetition: repetition aids learning, retention and recall. Application and practice are essential.

5. Principle of Reinforcement: the more a response leads to satisfaction, the more likely it is to be learned and repeated. Accentuate the positive and break complex task down into simple steps allowing for the successful learning of one step to help motivate learning the next one.

Rubric for Academic Standards

"There is no difference between 'A' and 'C'; both are passing marks"--Remon Seyer

The general rubric below will give St. Linus University students a basic understanding of important things to consider when preparing their written work. It is a guide which gives them an idea of things their mentor might consider when evaluating their written expression.

1. Excellent to Exemplary: Work is complete, original, insightful, and of a quality that exceeds the expectations of the assignment or question and the course level. It demonstrates an in-depth understanding of course issues and a high level of analytical skills. Thoughts are expressed clearly and logically with few, if any, errors in grammar and mechanics. Transitions consistently help move the reader from one major idea to the next. References are from reputable sources, and sources are properly cited.

2. Satisfactory to Very Good: Work is complete and of a level that meets the expectations of the assignment or question and course level. It demonstrates a sufficient understanding of course issues and adequate analytical skills. Thoughts are expressed clearly and logically, and the work demonstrates a college-level understanding of grammar and mechanics. Transitions are used adequately to help move the reader from one major idea to the next. References are from reputable sources, and documentation of sources contains few errors.

3. Marginally Acceptable to Satisfactory: Work is partially incomplete and/or of a quality that only partially meets the expectations or fails to meet the expectations of the assignment or question and course level. It does not adequately demonstrate an understanding of course issues, and a demonstration of analytical skills is lacking. Thoughts are expressed awkwardly and sometimes illogically, and the work contains significant grammatical and mechanical errors. Transitions may be used sparingly or not at all. References may be inadequate and from disreputable or poorly chosen sources and documentation of sources is poorly presented and/or inadequate.

4. Minimal Pass to Marginally Acceptable: Work is incomplete and/or of a quality that only partially meets the expectations of the assignment or question and course level. It demonstrates little or no understanding of course issues and fails to demonstrate analytical skills. Thoughts are consistently expressed in an awkward and illogical manner, and grammatical and mechanical errors distract the reader. Transitions between thoughts and ideas may be missing throughout the work. Necessary references may be inadequate, completely missing, and/or chosen from disreputable sources. References are not cited or they are cited inadequately and/or improperly.

5. Fail: Work does not address the question or questions asked and/or it demonstrates a lack of effort. It lacks demonstrated understanding of course issues and analytical skills. Thoughts are incomplete or consistently expressed in an awkward and illogical manner. Grammatical and mechanical errors distract the reader, and transitions between thoughts and ideas may be missing throughout the work. Necessary references may be inadequate and completely missing and/or chosen from disreputable sources. References are not cited or they are cited inadequately and/or improperly. 

Choose the answer which best explains your preference and tick the box next to it.
Please tick more than one if a single answer does not match your perception. Leave blank any question that does not apply.

Learning Style

“Learning is the act, process, or experience of gaining knowledge or skill”--Free Online Dictionary

Learning style refers to an individual’s habitual and preferred way of perceiving, organizing, and retaining knowledge. It explains individual differences for stimuli recognition and processing.

Whichever learning style is demonstrated by the students, learning outcomes are constant. Outcomes are clear learning results that we want students to demonstrate at the end of significant learning experiences.

They are not values, beliefs, attitudes, or psychological state of mind. Instead, outcomes are what learners can actually do with what they know and have learned--they are the tangible application of what has been learned.

This means that outcomes are actions and performances that embody and reflect learner competence in using content, information, ideas, and tools successfully. Having learners do important things with what they know is a major step beyond knowing itself.

Because outcomes involve actual doing, rather than just knowing or a variety of other purely mental processes, they must be defined according to the actions or demonstration process being sought.

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