Você está na página 1de 12

EMPOWERING FACULTY AND STUDENTS TO ACHIEVE HIGHER LEVELS OF TEACHING AND LEARNING

Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning how to learn. Loris Malaguzzi I. The University seeks to advance teaching-learning endeavor through leading-edge INSTRUCTION, RESEARCH, EXTENSION AND EVALUATION to enhance students and faculty members success and fulfillment in a challenging environment. To provide leadership in teaching-learning, the University aimed to (CPRivera, 2005): i. Provide all university students teaching and learning opportunities, inputs, and processes at standards that will enable them to intellectually perform competitively across contexts. ii. Develop university graduates with knowledge, skills, abilities, values and dispositions that are given the highest value in, and will make them contribute to, constructively and productively, workplaces and wider community. iii. Integrate teaching and student learning with research and practices that obtain in workplaces and communities. iv. Improve and further enhance access to multiple sources of knowledge, participation and performance for all university students in varied, relevant and responsive teaching and learning transactions. INSTRUCTION. Deals with projects and operations of the instructional programs of the University. i. Curriculum and Learning Resource Inventory, Review and Development. Concerned with planning, implementation of curriculum, program and development of specifications and planning of educational facilities. ii. Instructional Innovation and Technology. Concerned with development and implementation of creative and innovative instructional technology in teaching-learning practice. iii. Continuing Competency Improvement. Concerned with designing a program-related academic courses or activities, with or without credit, that will contribute to the students overall educational development. iv. Faculty Professional Development. Supports faculty and staff to update their work skills and maximize abilities which contributes to their functions and responsibilities. v. Academic Program Quality Assurance and Accreditation. Review systematically the academic performance and direction on every level-

II.

from teaching-learning, programs and to the University as a whole to evaluate progress and effectiveness. ii. RESEARCH. Deals with systematic investigation of educational problems and processes, development and testing of theories and design of evaluation procedures to contribute to assurance of teaching-learning quality. i. Basic and Applied Educational Researches. Concerned with scholarships in which new knowledge or creative works and more effective procedures are generated along teaching-learning, curriculum, staff development, extension and evaluation. ii. Publication. Concerned with publication, review and approval of research materials for purposes of assuring that these materials have undergone proper scientific rigor and passed professional standards set by the university. iii. EXTENSION. Deals with coordination among agencies and the University to foster complementation of expertise and resources that will promote teachinglearning. i. Community Linked Programs. Facilitate partnerships in business and industry to create work-based learning experiences. ii. Service Learning. Concerned with teaching-learning strategies that engage students in community development as part of their academic studies. iii. Family Health and Socio-cultural Studies. Responsible for programs deemed necessary for the health of the university community and for socio-cultural studies. iv. EVALUATION. Assist the university administration, deans and faculty in evaluating quality of teaching-learning, identifying the strengths and weaknesses and in the development of plans and priorities. i. Performance Monitoring and Evaluation. Concerned with comprehensive evaluation of all university functions such as teaching-learning, staff and administration, facilities, programs, research and extension. ii. Alternative Learning. To facilitate and deliver courses and programs to those individuals who need educational opportunities outside the traditional classroom setting.

III.

AREAS OF COMPLEMENTATION Instruction Define learning outcomes and determine how they are manifested in the course objectives and in the IP in standardized format. Research Determine appropriate progression of students with respect to the learning outcomes. Extension Explore and establish offcampus activities and programs which would enhance learning outcomes. Evaluation Design and implement programmatic assessment plan to directly measure learning outcomes.

Area Curriculum Development (What level we want students to attain?)

Learning outcomes: Gen Ed Major

Provide faculty with the assistance Attributes of and resources they Utilize students. need to develop community learner outcomes. partners as research and training venues for enhancing the skills of students. Develop instructional framework that facilitate outcomes Draw feedbacks development from businesses across programs and industries to (gen ed and prof ascertain courses). curriculum impact.

Assessment of relevant abilities for every course/learning Identify industry- outcomes. based technical experts as Assessment of partners in relevant activities curriculum for every development. course/learning outcomes as Create coalition specified in the of experts to instructional identify specific format. needs with focus on work-based Develop a competencies standardized that each format for program offered reporting student by the university learning outcomes should address. and assessment.

Determine employability (tracer) graduates. Conduct curricular benchmarking

of

Area Faculty Development (What faculty needs to do to attain the specific level?) Improve competence: -Teaching -Technology -Technical -Research

Instruction Define faculty standards in teaching, technology, technical competencies and research.

Research Conduct profiling/ scanning of the learning environment and faculty.

Extension Evaluation Establish linkages Assessment of with business and faculty teaching industry for competencies. complementation and faculty training. Assessment partnerships. of

Conduct training needs analysis for faculty.

Formulate system of support for faculty to achieve standards.

Ensure participation and opportunities for professional development for faculty along teaching, technology, technical and research. Assessment partnerships. Management of faculty information Assessment system. faculty development Assessment of program. faculty development Management program. faculty information system.

Assessment faculty Formulate system development of support for program. Formulate system faculty to achieve of support for standards. faculty to achieve standards. Assessment of partnerships. Utilize community Assessment of partners as faculty research and development training venues program. for enhancing the skills of faculty. of

of

of

of

Area Learning Resource Development (What students need to do to attain specific level?)

Research Identify strengths and weaknesses of existing as well as recommended learning Create an active resources. learning resource center to distribute Identify gaps. Teachingideas and Learning discussions. Identify best equipment and practices in aids Development of learning resource -primary teaching-learning development. -supplemental materials. Measure effectiveness and efficiency of learning resources.

Instruction Identify learning resources required per course, program.

Extension Establish linkages with business and industry for complementation of learning resources. Identify instructional materials that simulate business and industry application

Evaluation Measure effectiveness and efficiency of learning resources.

Area TeachingLearning Development (What do we need to do to attain specific level?)

Instruction Formulation, implementation and monitoring of student advising process. Formulation, implementation and monitoring of faculty advising process.

Research Evaluate effectiveness and efficiency of faculty and student advising.

Extension Formulation, implementation and monitoring of service learning and communitylinked programs.

Identify best practices in Identify teaching-learning. practices teachingAssess the level learning. of acceptability Develop alternative and efficiency of pathways in web-based teaching-learning. course materials Identify best Assess impact of practices in the use of IPs to teaching-learning. the teachinglearning process. Increase webbased delivery. Insure facultys compliance with the approved instructional plans for courses handled.

Evaluation Evaluate effectiveness and efficiency of faculty and student advising, service learning and communitybest linked programs. in Develop alternative pathways in teaching-learning. Assess impact of the use of IPs to the teachinglearning process.

Area Effectiveness and Quality Assurance (What the University need to do to attain specific level?) -community satisfaction -employability -performance

Instruction Develop best practices matrix in: admission, retention, completion, recruitment, advising, policy making. Measure progress over time using accountability matrix.

Research Develop best practices matrix in: admission, retention, completion, recruitment, advising, policy making. Measure progress over time using accountability matrix.

Extension Evaluation Identify input Measurement of from community, rates, etc. employers and industry that hire UPang graduates.

Measure progress over time using accountability matrix.

Measure progress over time using accountability matrix.

IV. Indicators, Measures and Standards Key Result Areas Indicators Curriculum Number and proportion Development of programs and courses with defined knowledge, skills, abilities, values and dispositions that are valued highly in the workplace and community. Number and proportion of programs and courses that actually incorporate knowledge, skills, abilities, values and dispositions that valued highly in the workplace and community. Number and proportion of programs and courses that integrate research and practices in the workplace and community in teaching and learning processes.

Measures

Standards

Key Result Areas Faculty Development

Indicators Measures Number and proportion Faculty Performance of faculty members Rating across programs and courses who are qualified and competent. Number and proportion of faculty members across programs and courses with IP that incorporate the goals, objectives and performance indicators of university teaching and learning. Number and proportion of faculty members across programs and courses actually implementing and monitoring teaching and learning processes per IP that incorporate teaching and learning goals, objectives and performance indicators.

Standards

Key Result Areas Learning Resource Development

Indicators Number and proportion of programs and courses that require students extensive use of library and other learning resources outside of teacherprescribed books and other references. Number and proportion of programs and courses that require students to use multiple sources of information and knowledge including internet- and practice-based sources.

Measures

Standards

Key Result Areas TeachingLearning Development

Indicators Number and proportion of programs and courses that incorporate various forms and types of active and interactive student participation in teaching and learning transactions. Number and proportion of programs and courses that allow various forms of student centered teaching and learning. Number and proportion of programs and courses conducted with flexible delivery modes using multiple inputs and processes of teaching and learning. Number and proportion of programs with defined standards for teaching and learning inputs, processes, and outcomes. Number and proportion of programs and courses conducted through team teaching, partnerships with expert providers, collaboration with workplaces, etc.

Measures

Standards

Key Result Areas Indicators Effectiveness Results of Students and Quality Program and Course Assurance Experience Assessment Survey. Results Faculty and Staff Program and Course Experience Assessment Survey. Results of Graduate Employment and Destination Survey. Results of Employers and Community Assessment Survey on the Quality and Contribution of University Graduates Across Programs. Results of Students Annual Program Integrating Examination. Results of Internal and External Annual Course Review and Five-Year Program Review.

Measures

Standards

EDWIN C. CANCINO,PhD Director for Instruction FATIMA L. PAMINTUAN,EdD Director for Extension CATALINO P.RIVERA,PhD Chancellor

NIGEL N. CABISON,MAEd Director for Research LUCITA L. JOSE,EdD Director for Evaluation