Ciencia y Virtud Newsletter

CIENCIA Y VIRTUD

OFFICIAL PUBLICATION OF CENTRO ESCOLAR UNIVERSITY www.ceu.edu.ph

First Issue 2019-2020

ABOUT CEU

CIENCIA Y VIRTUD Ciencia y Virtud or Science and Virtue is the life-long philosophy of Centro Escolar University.

2019-2020 FIRST ISSUE Ciencia y Virtud is published three-times in a school year by the University Publications of Centro Escolar University.

ABOUT THE COVER Last October 2019, Commission on Higher Education granted Centro Escolar University Campuses, Manila, Makati, and Malolos the Autonomous Status along with the other private higher education institutions (PHEIs) in the Philippines as listed in the CHED Memorandum Order No. 12, Series of 2019.

EDITORIAL BOARD Rosana D. Lucero Editor-in-Chief Giana Atienza Associate Editor Gelli Esguerra Giana Atienza Photographers Jessica Bravo Art Director Contributors Gelli Esguerra Sofia Magdalena N. Robles Richard M. Rillo Mediatrix Therese R. Galero Consultant Erna V. Yabut Acknowledgements Maria Flordeliza Anastacio Juanita P. Alamillo Heidi P. Albano Jericho P. Orlina Marketing Communications Department Teaching and Learning Technology Department President’s Office

With four campuses and over 50 academic programs, CEU has gone far beyond its founders’ vision, laying claim to the distinction as the only higher education institution to have an array of institutional awards for quality.

CEU was founded on June 3, 1907 as the “Centro Escolar de Señoritas” by two visionaries, Librada Avelino and Carmen de Luna, who were inspired by the patriotic movement to nationalize schools.

They were cognizant of a need for a center of learning for Filipino women focused on teaching ideal womanhood, intelligent citizenry and democratic leadership that would instill in them the tenets of science and virtue. Kindergarten, elementary, general secondary, music and home arts courses were the first programs of instruction included in the curriculum.

The school was granted university status by the Philippine government in 1932 with Doña Librada as President.

VISION CEU is the University of first Choice- the leading higher education institution fostering excellence in the advancement of knowledge while engendering personal integrity and social responsibility.

MISSION It is committed to: • Provide a rich and stimulating learning environment to prepare students to become productive, innovative and value-driven professionals and entrepreneurs committed to nation building in the context of one world; • Enhance the development of higher education through exemplar academic programs and collaborative practices; • Contribute to the promotion of human wellbeing through high-quality research, and community service programs.

CORE VALUES The core values that serve as guiding principles of the University are: V - aluing others, caring for them and empowering them A - ccountability, integrity, and trustworthiness L - ifelong learning as individuals and as an organization U - nity, teamwork, and loyalty E - xcellence in all endeavors S - ocial responsibility as citizens of the Filipino nation and of the world

Non-teaching of the Year (Supervisory) Recipient

Teacher of the Year Recipient

Attendance and Punctuality Recipient

Attendance and Punctuality Recipient

Non- Teaching of the Year (Non-Supervisory) Recipient

Internal Quality Audit (IQA) Sub-Team Recipient

DOING OUR BEST AND GIVING OUR BEST: 17TH QUALITY AWARDS DAY

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entro Escolar University held its annual Quality Awards Day at the Librada Avelino Auditorium last July 17, 2019 to recognize the quality service and exemplary efforts of both teaching and non-teaching personnel.

The event gives recognition to the deserving members of the University from the three campuses; Manila, Makati, and Malolos as The Teacher of the Year, Non-Teaching of the Year (Non-Supervisory and Supervisory Category), Research of the Year, 7s Model Work and Student Areas, Best Internal Quality Audit (IQA) Sub-Team, Best Quality Circle, and CEU STARS. Here are the following winners in the 17th Quality Awards: •

Teacher of the Year Dr. Alicia I. Yu Biological Science Department, School of Science and Technology, Manila

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Non-Teaching Employee of the Year (Supervisory) Mrs. Maricel F. Garcia Cash Section, Malolos

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Non-Teaching of the Year (Non-Supervisory) Ms. Clarence D. Bautista Office of the University Registrar, Manila

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Attendance and Punctuality Award Mrs. Cirila H. Agno Cash Department, Manila Mr. Ronnie A. Pancho Dentistry, Manila

Internal Quality Audit Sub-Team • IQA Team B: Dr. Eliza B. Ayo and Dr. Jonathan P. Catapang •

Best Quality Circle WE CARE [We are for Carbon Footprint Reduction]

Best Quality Circle Recipient

Physical Plant and Facilities Department: Mr Joel P. Romandi (leader), Mr. Allan B. Sutad, Mr. Richard S. Guevarra, Mr. Gerardo E. Jabola, Mr. Joel A. Naz, Mr. Noel T. Panganiban, Mr. Reycar R. Raposa, and Mr. Arnel C. Red Model Work Areas: Large Category • Health Services Department (Manila) • Science Laboratories Section- GP (Makati) • Office of the Registrar (Malolos) •

Medium Category School of Nutrition and Hospitality and Management (Manila)

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Small Category Clinical Laboratory Department (Manila) Dentistry Department- LV (Makati) Nursing Department (Malolos)

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Student Council Area NHM Student Council

7S Model Work Area, Large Category Recipient

7S Large Category Makati Recipient

7S Large Category Makati Recipient

7S Medium Category Manila Recipient

7S Small Category Manila Recipient

7S Small Category Makati Recipient

7S Small Category Malolos Recipient

7S Student Council Area Category Recipient

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Dr. Maria Rita Lucas (left), and Dr. Elena Borromeo (right)

CEU VISITS UNIVERSITIES IN USA FOR CAREER SERVICES BENCHMARKING

by Gelli Esguerra

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Dr. Maria Flordeliza Anastacio

WORLD EDUCATION CONGRESS AWARDS THREE CEU EDUCATORS

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n an awards ceremony at the Dusit Thai Hotel last June 7, 2019, the Vice President and Dean of Studies of Centro Escolar University Malolos, Dr. Maria Flordeliza Anastacio; the Dean of School of Education, Liberal Arts, Music and Social Work, Dr. Maria Rita Lucas; and the Dean of School of Optometry, Dr. Elena Borromeo, were recognized as Philippines Education Leadership Awardees by the World Education Congress.

Philippines Education Leadership Award is presented to individuals who are at the forefront of their respective institutions, fortifying it by synergizing leadership, academics, and industry linkage with the ultimate goal of rearing the world’s future leaders.

The organizers, led by Dr. Bhatia and seven international judges, looked into the awardees’ work, global reach and outlook, and ability to contribute value to social change. This is in accordance to the philosophy of the award, specifically in “Making a Difference” in the lives of people. The World Federation of Academic and Educational Institutions has endorsed the Philippines Education Leadership Awards.

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(from left to right) Ms. Denise Johnson, Dr. Marie I. So, Dr. Ma. Eleanor Espinas, and Dr. Jericho P. Orlina

entro Escolar University academic and non-teaching officers visited the University of Wisconsin (UW) in Madison and University of Southern California (USC) to benchmark on their career services centers, last May 28, 2019 and June 7, 2019 respectively.

The University was represented by CEU Assistant Vice President for Business Affairs, Mr. Jericho P. Orlina; Marketing Communications Department Head, Dr. Ma. Eleanor C. Espinas; School of Accountancy and Management Dean, Dr. Rosemarie I. So; and Tourism Program Head, Ms. Janelle M. Villamor.

The CEU team first visited the University of Wisconsin which is a public research University offering Science, Business, Communication, Education, Technology and Agriculture programs and is the flagship campus of the University of Wisconsin System. They were warmly welcomed by the UW Career Exploration Center Director, Mr. Jonathon Ferguson, together with Ms. Andrea Lowe of Career Advising and Communities Success Works at the College of Letters and Science, Ms. Michelle Kern Hall of the International Internship Program International Division Director, and Dr. Virginia Martin, the International Division Project Coordinator.

The University also has available credit courses on Career Preparation and Development. They also conduct career

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advising, events and group workshops with students, alumni and employers on a daily basis and on-demand.

Their next destination was the University of Southern California. As a non-profit and the oldest research University, USC offers Business, Communication, Political Science and Government, Technology and Science (Dental Hygiene) programs. Ms. Denise Johnson, USC Career Services Manager shared about how they maintain a website which students and employers can visit to provide them assistance on internship preparation, job research, and career advices. They also have complete facilities for individual counseling, group workshops and student and employer meet-ups.

Both universities gave the CEU team a view of their Career Service Center structures and operations where they maintain a central Career Services Center.

This system allows Colleges/Programs carry out independently or in coordination with their main Career Services Center activities to enhance preparations for particular jobs and workplaces.

Through this kind of benchmarking efforts, CEU representatives were able to explore and assess international academic institutions’ career center structures and functions to improve and strengthen the University’s existing career and placement structure and services.

(from left to right) Dr. Marie I. So, Mr. Jonathan Ferguson, Ms. Andrea Lowe, Ms. Michelle Kern, Dr. Virginia Martin, and Dr. Ma. Eleanor Espinas

CEU BOARD MEMBER NAMED NATIONAL SCIENTIST

by Gelli Esguerra

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r. Emil Q. Javier, a member of Board of Directors of Centro Escolar University, now joins the roster of our country’s National Scientists for his notable contributions in the field of agricultural science.

Through the Proclamation No. 781, President Rodrigo Duterte conferred the title as National Scientist to Dr. Javier for his outstanding work and contributions to the global and national progress of science and technology through the establishment of the Institute of Plant Breeding in the University of the Philippines, Los Baños which developed high-yielding crops and disease-resistant varieties in the country and in Asia.

The proclamation further stated that Dr. Javier “led and promoted sound agricultural policies and programs, massive utilization of climate resilient and environment-friendly agricultural innovations, and improved governance and management systems to help improve the livelihood of Filipino farmers and fisherfolk.”

Apart from being a plant genetist and agronomist, Dr. Javier was the

onquering international music scenes, Centro Escolar University Singers Manila bagged four gold prizes in their recent participation in the 8th Bali International Choir Festival in Indonesia and two gold prizes in the 12th Orientale Concentus in Singapore.

With 358 choir performances from ten countries and 26 provinces of Indonesia, the CEU Singers Manila brought home the Gold Prize in two categories, the Open Mixed and the Musica Sacra both in the elimination and championship rounds. The choir was also one of the Grand Prix finalists, the highest level category in the said music tilt.

After their success in Bali, Indonesia, the CEU Singers Manila with their choir conductor Prof. Angelito Ayran, Jr., who is also the CEU Conservatory of Music Program Head, flew to Singapore for the 12th Orientale Concentus where they were also declared as Gold Prize Winner for Open Mixed and Folklore categories. They also

The CEU Singers Manila

17th President of the University of the Philippines. He also served from 1981 to 1986 as chair of the National Science Development Board, that evolved into the National Science and Technology Authority and is now the Department of Science and Technology. In 2005, he became the president of the National Academy of Science and Technology.

Also, he worked as senior research fellow for the International Service for National Agricultural Research at The Hague, Netherlands and was appointed DirectorGeneral of the Asian Vegetable Research and Development Center in Taiwan where he established vegetable research centers in Africa and Latin America.

Dr. Emil Q. Javier joined the CEU Board of Directors through another CEU Director Dr. Angel Alcala, who is also a National Scientist but in the field of marine biology and ecology.

CEU SINGERS MANILA WINS GOLD IN ASIAN CHOIR FESTIVALS

by Gelli Esguerra

received an Excellent Performance Award for their musical rendition of “Ave Maria” of Daniel Elder.

On their 8th year anniversary, the CEU Singers Manila had a free two-day concert on June 27-28, 2019 at the Librada Avelino Auditorium in CEU Manila.

“This year, we again intend to go back in the international scene and we are hoping for your support and prayers,” Prof. Angelito Ayran, Jr. said. He also expressed his

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gratitude to the Senior High School students and guests who watched their concert.

Since the establishment of Conservatory of Music in the 1960s, it was only in the year 2011 when the CEU’s resident choir started joining contests abroad and since then, they consistently brought pride to the University and the whole country.

CEU Singers Manila is not only composed of students from Conservatory of Music but also from different schools of CEU Manila.

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NATIONAL YOUTH CROSS, JOHN PAUL II BLOOD RELIC VISIT CEU

by Giana Atienza

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he Youth Cross and the Blood Relic of St. Pope John Paul II graced the Escolarian community on September 25, 2019 organized by the University Ministry.

On February13, 2019, the National Youth Cross and a relic of Saint John Paul II kicked off the pilgrim tour to different parishes across the country.

This said pilgrim tour serves as one of

highlights of 2019 as observance of the Year of the Youth.

St. John Paul II is known to be very close to the youth. His teaching involved encouraging the youth and helping them to grow up in God. During his papacy, St. John Paul II launched the World Youth Day in 1985 and during the 1995 World Youth Day that was hosted in the country, the Pope witnessed over five million youth gathered in Manila.

The relic is a vial that contains the Saint’s blood, still in liquid form, which was extracted in 2005 before the Saint’s passing. Only seven vials exist

containing his blood, venerated and kept in churches around the world.

The National Youth Cross is the first cross ever made for the Philippine Catholic Youth Ministry. It is made of Tanguile wood also known as Philippine Mahogany. On the Cross, the images and figures on the surface were hand painted in a youthful style and color, and the persons are garbed in Filipino getup. The Cross had its first nationwide pilgrimage during the 25th anniversary of Episcopal Commission on Youth (ECY) in 2011.

The Blood Relic of St. John Paul II [left] and The National Youth Cross [right]

Devotee praying at the blood relic of Saint John Paul II

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UNITY AND INCLUSIVITY THROUGH SPORTS

by Gelli Esguerra

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et the games begin for Centro Escolar University Sportsfest which formally opened on October 7, 2019 at the FilOil Flying V Centre in San Juan City with the theme, “Unity and Inclusivity Through Sports” chaired by the School of Accountancy and Management.

The much-awaited sports event in the University started with the parade of Steering Committee, deans, faculty, student council officers and athletes carrying their school banners while students cheer as they enter. For the very first time, Centro Escolar Las Piñas participated in the annual sports event which signifies the growing family of CEU. During the opening number, the CEU

Folk Dance Troupe left the audience in awe with their Banga Dance balancing “bangas” on top of their heads while dancing gracefully. The opening number got intensified with the entrance of Ms. Belinda Adora, dancesport icon and an alumna of the CEU School of Accountancy and Management with her fascinating skills in ballroom dancing. The CEU Pep Squad also served the crowd with their thrilling dance routines and pyramids.

Professional basketball player of the Philippine Basketball Association (PBA) Magnolia Hotshots team, Mr. Ian Sangalang graced the event and shared a short motivational speech to the studentathletes. He was also accompanied by

Alvin Abundo, his teammate who is a SAM alumnus himself.

Mishaal Ehsan Veron of the School of Accountancy and Management and Kyla Marie Zapanta of CEU Makati outshined the other candidates, thus declared Mr. and Ms. CEU Sportsfest 2019. Centro Escolar Integrated School representative, Leila Kyle Isabel Lawas and Adrian Esteves of CEU Makati got the 2nd place, followed

by School of Nutrition and Hospitality Management’s Mark Darren Jaojoco and School of Pharmacy’s Jacelle Tenorio for the 3rd place.

Each School also formed a team for the mass aerobic dance called Aero Marathon competition and the School of Dentistry’s energetic dance execution made them this year’s champion. The second-place award was given to the School of Pharmacy, while the CEIS Manila landed on the 3rd spot. The School of Medical Technology also impressed the judges and got the 4th place, followed by the School of Nutrition and Hospitality Management on the 5th place.

The over-all champion in CEU Sportsfest 2019 is the School of Dentistry making them champion for two consecutive sportsfests.

CEU SCORPIONS SEALS 1ST RUNNER-UP TITLE IN PBA D-LEAGUE

by Gelli Esguerra

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entro Escolar University (CEU) Scorpions clinched the first runner-up title in the 2019 Philippine Basketball Association (PBA) D-League best-of-five final series against the Cignal-Ateneo Blue Eagles on June 25, 2019 at the Ynares Sports Complex.

Despite being an 8-man team, the CEU Scorpions still gave their rival a tough match and broke Ateneo’s 10-game winning streak by winning in Game 2.

The team was composed of Rich Guinitaran, Maodo Malick Diouf, Jerome Santos, Dave Bernabe, Franz Diaz, Kurt Sunga, Jordan Intic, and Joshua Abastillas.

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CHED GRANTS CEU AUTONOMOUS STATUS

Note: As of Publication, the 2019-2022 Full Autonomous Status does not have a certificate yet and is still a CHED Memorandum.

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ommission on Higher Education granted Centro Escolar University Campuses, Manila, Makati, and Malolos the Autonomous Status along with the other private higher education institutions (PHEIs) in the Philippines as listed in the CHED Memorandum Order No. 12, Series of 2019, last October, 2019.

The Commission on Higher Education issued CHED memorandum Order (CMO) No. 46, series of 2012, “The Policy- Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an Outcomes-based and Typology-based QA”, primarily to help higher education institutions (HEIs) develop a culture quality.

Autonomous status or Autonomous HEI based on evaluation as defined by CHED are HEIs that “demonstrate EXCELLENT program outcomes through HIGH proportion of accredited programs, the presence of Centre of Excellence and/or, Development, and/or international certification.

In particular, they show evidence of OUTSTANDING performance consistent with their horizontal type” (CHED, final draft, pp1,2019).

Autonomous status is being indicated by the point systems and indicators.

As per the CMO No. 46, series of 2012, vertical typology or classification is about Quality and Quality Assurance, and it involves an assessment of the HEI’s (1) Commitment to Program Excellence, (3) Institutional Sustainability and Enhancement, and (3) Evidence of Excellence that is consistent with its horizontal type (p. 21). Results of the assessment on these three (3) criteria shall be the basis for the granting of autonomous or deregulated to an HEI (CHED, final draft, pp2, 2019).

The Autonomous status allows HEIs to launch new courses/programs in the undergraduate and/or graduate levels including doctoral programs in areas of expertise without securing a permit/authority but informing CHED of the programs to be offered. Because of their autonomy, such HEIs will be free from CHED’s monitoring and evaluation activities while complying with the submission of requested data for CHED’s data gathering and updating of its management information systems and projects. They also enjoy the privilege of increasing tuition fees without securing a permit from CHED provided, however, that they fully comply with the existing CHED policies, standards, and guidelines (PSGs) on increases in tuition and other school fees, especially those pertaining to the consultation process and other requirements. (CHED, CMO 19, pp2, 2016).

This another milestone proves of the University’s undying endeavor to continue the unwavering commitment to work for excellence in providing the best and finest education to its students.

As per Dr. Ma. Cristina Padolina’s email, she heartwarmingly stated her gratitude to the entire CEU Community, “[..] faculty, nonteaching personnel, senior staff, heads of units, deans, middle managers, vice presidents, students and alumni — our ardent congratulations and earnest gratitude. Each one of you made a contribution to the attainment of the Autonomous Status of ALL CAMPUSES of the University. Each of you had a role that we fervently hope you will continue to carry out, giving of your best, enthusiastically and fervently.”

Centro Escolar University first received its Autonomous Status way back in 2001 for Manila and Malolos Campuses.

CEU Manila Campus

CEU Makati Gil Puyat Campus

CEU Makati Legazpi Village Campus

CEU Malolos Campus

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Faculty and University Staff offers 112 roses and lighted candles to the Most Sacred Heart of Jesus

THE TRADITION GOES ON….

by Sofia Magdalena N. Robles

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n June 3, 2019 marks the 112th Foundation Day of Centro Escolar University founded by two educators, Doña Librada Avelino and Doña Carmen de Luna in the year 1907. The twin philosophy of “Ciencia y Virtud,” the maxim that has been guiding the University all throughout the year truly inspires professors, students and employees.

This celebration was well attended by the CEU Community headed by its President and Chief Academic Officer, Dr. Ma. Cristina D. Padolina, Administrative Councils, Deans, Department Heads, representatives from CEU Alumni Foundation headed by Dr. Paz I. Lucido, faculty, non-teaching employees and students. The celebration started with a thanksgiving Mass held at the CEU chapel officiated by Rev. Fr. Emil

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Lim, SVD, Rector of SVD Community.

After the mass, the CEU Band led the procession from the CEU chapel towards the main center gate where the statue of the Sacred Heart was installed. It has been a tradition that every foundation day the university is re-consecrated to the Most Sacred Heart of Jesus. 112 roses and lighted candles were offered at the statue of Most Sacred Heart of Jesus. Songs were sung by the CEU Manila Singers led by Professor Angelito Ayran of the CEU Conservatory of Music. The consecration ended with the Spanish song No Mas Amor Que El Tuyo and Himno del Centro Escolar which were sang meaningfully by the community.

A simple salo-salo followed at the Student Activity Center where a short program was also held. Performances from CEU Manila Singers were very

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much applauded by the CEU community followed by a beautiful rendition of ballet performances of Three Escolarians from the School of Dentistry and Senior High School. The CEU band serenaded the attendees and as part of thanking God for all the blessings that CEU receives, the University Ministry shared the collected school supplies offered during special masses with the children of CEU ancillary services served as beneficiaries.

The school supplies were awarded by Dr. Carlito B. Olaer, VP for Student Affairs and Dr. Lolita Pablo, head of Community Outreach Program. A total of 214 children benefited from these gifts of love.

Truly the two señoritas who founded this University are surely proud and smiling from above, as the University continues to be an instrument in the transformation of the society by producing students with competence (science) and character (virtue).

Photos c/o Gelli Esguerra

A DAY OF GRATITUDE

by Gelli Esguerra

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he legacy of Dr. Concepcion Aguila, Centro Escolar University’s icon of fidelity, continues with the celebration of Loyalty Day honoring employees who have dedicated 15, 20, 25, 30, 35 or 40 years of service to the University, and parent-alumni who have chosen CEU to be the provider of their children’s tertiary education, September 11, 2019 Plaques of recognition were given to 86 teaching and non-teaching personnel for their commitment to the University through the years. The ten employees who received the highest service award of 40 years were Mrs. Andrea Cuarto, Mrs. Lydia De Vera, Mr. Nestor Estabillo, Ms. Leticia Faustino, Dr. Jocelyn Flores, Mr. Rodolfo Gabat, Mrs. Sally Hubag, Dr. Zenaida Los Baños, Mr. Policarpo Angelo Oconer, and Dr. Rachael Reyes.

Loyalty is not just measured in the number of years of service but how one spent those years in work to fulfill the university’s goals. In her inspirational message, CEU President and Chief Academic Officer, Dr. Ma. Cristina Padolina gave another translation to CEU’s twin philosophy of Scientia y Virtud as good and Godly. She emphasized, “Our work in CEU is an expression of our faith in God. We should realize that God is at work in our tasks, duties, and responsibilities in CEU. God works through our work that we may do good to others. We do our work using the talents that God has blessed us with and in turn, we become blessings to others.”

The birth anniversary of Dr. Concepcion Aguila, former CEU Executive Director and the first Dean of the Graduate School and an alumna herself was also commemorated during the event.

The guest speaker, Judge Selma Alaras of the Makati Regional Trial Court, who completed her elementary and high school in CEU, recalled her fond memories in the University. She emphasized the trust that the University puts on to its employees and vice-versa, a common trust that makes work effective and efficient. This trust may also be applied to the parent-alumni who entrusted the institution to be the place where to prepare their children for life-long learning.

Mrs. Rachel Reyes, faculty member of the CEU School of Science and Technology and also one of the 40-year service awardees delivered the response on behalf of all the awardees.

Parent Alumni Awardee

Parent Alumni Awardee

Parent Alumni Awardee

Parent Alumni Awardee

Parent Alumni Awardee

Parent Alumni Awardee

15 Years’ Service Awardees

25 Years’ Services Awardees

NEWS FEATURE 35 Years’ Service Awardees

20 Years’ Service Awardees

30 Years’ Service Awardees

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Administrative Council and Deans receives their plant for their respective offices

KALINGA (KALikasan, INGatan, at Alagaan): A CEU ENVIRONMENTAL PROGRAM

by Giana Atienza

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ccording to recent studies, climate change and biodiversity loss are the two greatest environmental challenges of our time. And each year, scientists learn more about the consequences of global warming and many agree that environmental, economic, and health consequences are likely to occur if current trends continue.

And to promote actions for environmental conservation, Centro Escolar University launched a program named as Kalinga (KALikasan, INGatan, at Alagaan).

This program is through the initiative of the Academic Affairs with Dr. Teresa Perez as Vice President with the collaboration of the Student Affairs Office with Dr. Carlito Olaer as Vice President and Biological Science headed by Dr. Zenaida Los Baños.

On its launching on September 4 at Student Activity Center, the Vice President for Student Affairs Dr. Carlito Olaer, discussed the environmental problems the earth is facing now to make the students as well as the employees be aware of the problems and encourage them to be actively involved in preventing the

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worsening condition of our environment.

He proposed the plastic-free environment project of the University through eliminating the use of plastics and recycling polyethylene terephthalate (PET) bottles instead. This project encouraged the students and employees to bring their own tumblers.

As part of the program, every office in the University as well as student organizations and councils was given a plant to keep and take care of. Aside from being a contest, this also serves as one of the steps in addressing the growing problem in our environment.

“I would really like to emphasize that each one of us must have a commitment to do something for our environment,” said CEU President Dr. Ma. Cristina Padolina.

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Dr. Carlito Olaer

Dr. Ma. Cristina Padolina

Student Organizations and Councils

A TEACHER’S INSIGHTS ON 21ST CENTURY SKILLS AND LEARNING

by Richard M. Rillo

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eaching in this time and age is not just about “good teaching”; it is something beyond that. Teaching today calls for making the learners at the center of the entire process; hence, the learners become responsible on everything that is on their paths. On the other hand, our roles as teachers have undergone a big leap from being the superstars of the classroom to being the guides of the whole process of learning. We do not actually facilitate learning, but guide it. We unfold content while learners derive the meaning from it; then, we transfer to them the skills— Skills responsive for survival in this Century.

The rapidly changing time is relative to the growing demands and drastic changes in our learners’ needs and interests. Because of this fast-changing world, our learners change in a matter of years. The rise of smart machines, the computational world, a new media ecology, the superstructured organizations, and a globally connected world emerge drastically before us and greatly contribute to the changes on how our students learn. We should be at par with these changes in our learners and must consider longevity learning because we, teachers, should educate for the future.

The learners of this Century exhibit identified skills such as communication, collaboration, creativity, and critical thinking that need honing.

Photo by Barry Zhou on unsplash

Communication skills speak of how one shares thoughts and ideas in multiple channels and ways through language.

With the advancement in technology, these skills are no longer limited to the classroom, but has expanded in ways unimaginable. Technology helps in the 21st Century learning because it gives the learners a voice. Social netwoking sites and other similar means relating to advancement in technology that would enable anyone to communicate serve as vehicles for our learners to interact in a global context. On the other hand, collaboration skills define how learners of this Century carry out these tasks.

With respect to how they communicate, learners work with others. They could be more effective when they work in pairs or in teams; excellent outputs are magnified through their collective efforts.

Furthermore, critical thinking let learners look at problems in a new way enabling them to become creative, for they try new approaches to get things done.

With these skills of the learners in mind, we do not only focus on what has to be done in the classroom as dictated by our curriculum or by our head teachers, but more importantly on understanding our students’ knowing-doing gaps. The knowing-doing gaps are the discrepancies between what the learners know (content) from what they can do (performance).

In knowing these gaps, we can remediate and provide interventions for our students

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resulting to better, meaningful learning.

Apparently, we look at these tasks as tedious or taxing, but these could actually make us more benevolent in our role in the classroom as teachers because we teach from our hearts, not from our minds. After all, teaching is a passion and students’ learning should be meaningful.

It is also imperative for us to understand that the assessments we give our students are tasks that are authentic and self-made. In addition, assessments should not call for a set of fixed, teacherassumed answers, but “many answers”.

These kinds of assessments respect our learners’ individual differences and selfworth that could later on boost their confidence; thus, enabling 21st Century skills to fully develop and flourish.

Therefore, we, teachers of the 21st Century learners, must be able to make sense to them by being cross culturally competent, socially intelligent, transdisciplinary, understanding of the endless possibilities of what they can do; and must be able to empower them on how they could better learn. It is equally challenging, that we, teachers, must be able to learn, relearn, and unlearn. Learn new approaches and ways to manage 21st Century learner skills and learning; relearn the passion of benevolence in teaching; and unlearn staying within the confines of our comfort zones and old methods that do not help learners learn.

Fellow teachers, to act is NOW; to delay embracing these challenges is NEVER.

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MONGOL NO. 2: FOR THE FUTURE OF ME AND YOU!

by Mediatrix Therese R. Galero

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uring a test, people look up for inspiration, down for desperation and left and right for information.”- Anonymous This quotation has been one of the most humorous one liners that most students use when examination weeks are approaching. Some find it funny, but this actually reflects the pressure of how assessments are perceived by most learners.

For 14 years, I’ve been a student and I admit that I have a love and hate relationship with exams.

I’ve crammed and binge drink coffee as I highlight important terminologies from textbooks; I have constructed many types of thought organizers and even made a song to make my memorization and absorption of information engaging and less traumatizing, especially during Math. But it doesn’t stop there; assessment comes in various forms. As a k12 product, I’ve explored many versions of it.

Majority of my teachers had made me sing and act, present a declamation, direct a theatrical play and conduct scientific experiments. But the question is, is it worth the stress, the hassle and effort?

The standard assessment would be a paper and pencil type of test; these are the multiple choice and essays. The good thing about this is that it is easy to be rated; it is portable; it saves electricity because it is done and recorded manually and only two skills are needed: reading and writing so it caters a large scope of types of learners (The Glossary of Education Reform for Journalists, Parents and Community Members, 2015). We could conclude that it is effective in terms of assessment because it was used during the early years and it had always been here since then. But for me, I think it is limited.

It mostly tests the memory skills and doesn’t focus on deeper grasp of meaning.

The revolutionary and one of the updated methods is called the “Computer Based Test” where responses are electronically recorded but we have to bear in mind that not all students are good with technology. It isn’t monitored, somehow expensive and could have possible system breakdowns but however, it provides instant feedback and could welcome the learner to a modern way of assessment. The next type is my favorite because it develops the child’s confidence and harnesses one’s people and life skills. This is the performancebased assessment. It measures how the student is able to authentically apply knowledge from books to real life situations. It is product oriented; thus, answers the question “How do you show us that you understand?” In addition, it also harnesses a child’s time management, individual responsibility, honesty, persistence, intrapersonal skills and appreciation of diversity and working with others because after all, learning is better when it is done collaboratively. The advantage of this is that it

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• Ciencia Y Virtud • 1st Issue 2019-2020 •

engages students to active learning and that the role of the teachers deepens as they are viewed as mentors also. But on the other side of the coin, we couldn’t deny that it is time consuming, costly and labour intensive (The Glossary of Education Reform for Journalists, Parents and Community Members, 2015).

One of the types is called as the Formative Assessment, an evaluation of student comprehension learning needs and academic progress during a lesson. It gives us a glimpse of where part of the road a child is and it is vital to consider that because as teachers, we should be certain that no child will be left behind. This kind of assessment will take the anxiety and pressure of ideas of exams and tests and teachers will be able to see early those who are lacking. On the contrary, it will require a large amount of time due to frequent gathering of data and analysis (Teach Thought Staff, 2018).

Analytical skills and the ability to integrate what students have learned, and to express it written and oral must be developed and examined. This is tested through the Authentic Assessment. Majority of students enjoy this method because it has student socialization and engagement. For instance, when learners are tasked to make science and social experiments, create stories and reports, read and interpret literature and solve mathematical problems that involve real life situations, there is enjoyment and collaboration. It values demonstration than just simply writing answers down (Teach Thought Staff, 2018).

The last type and broadest one of all the assessments is called the “Universal Test Design”.

It allows participation of most possible range of students, and it considers the age, size and even disabilities. I think that it is crucial and wellprepared because it has its own elements. It must be inclusive to all population; the concepts should be precisely defined so that it will be understood in all contexts and cultures. Furthermore, it shouldn’t contain any references or idioms. A certain format is also required. It should be in horizontal text with no irrelevant graphs. It must be simple and easily understood by students regardless of experience, knowledge or language skills. Moreover, the sentences must use simple and common words. In fact, it requires maximum legibility (Hanna, G. S., & Dettmer, P. A. (2004).

As I have said, types of assessments vary based on level of efficiency and knowledge that it will require from us. Each of it has its own advantage and disadvantage but I think all of them have one clear point, they are all towards learning. They are meant to harness our skills, sharpen our minds, test what we lack and foresee what we still need.

As time goes by, the wrong idea and perspective are being implanted on the minds of the students.

FEATURES

The quotation above proves that students are afraid of exams because they are afraid of failing, rather than they fear to know nothing. They are scared of figures, of grades, of red pen remarks and F’s and this is one mentality that future teachers must break. Learning will never be stimulated by fear; it is encouraged through motivation and positive reinforcement. Students are not lab rats; they shouldn’t be too reactive. If they are, then the education system could be doing something wrong by fabricating through the child’s mind that schools are pressure cookers.

As a pioneer of the new curriculum, I could say that we have gone through all of these, but I’m glad we did because it enhanced my communication skills, on how I could interact with various people and how I have opened myself to diversity.

Assessment has to be balanced though. It shouldn’t only focus on paper and pen test and it should vary in different types because every child learns in different ways.

Recently, there had been arising issues regarding the “No to homework Policy”. As a future educator and a current student, I am baffled with two ideas. First is I have experienced the toxic and stressful demands of school, I have spent so much time on schooling than I have sat on the couch trying to watch a movie with my family and I could frankly say that I hated the thought of doing something additional, even if I had spent less than eight hours at school. But on the other hand, viewing it in the perspective of a future teacher, I could finally understand it. Everything was for our welfare, development and improvement. Those home works tested my responsibility, it measured my accountability, rather than my intellect. I could remember the time I had to give up playing UNO and watching movies in order to make a script for our class theatre play. I couldn’t remember the specific lines I wrote, the sequences I made but I remembered the pride I had for myself. On how I was so proud of how I prioritized my tasks and how I disciplined myself. Homeworks should not be eradicated; they must be balanced. The people shouldn’t blame the teachers nor the country’s education system but rather focus on supporting one another to make learning more effective and be implemented in a way that will not be too demanding nor lacking. The same thing goes for assessment; everything must be balanced. The most ideal way of evaluation would be testing someone’s intelligence through standardized exams and performance based tasks, but the most effective way of giving it that will have an impact to every child’s life is to make these tasks a tool for understanding, discovering and exploring themselves, their capabilities, talents, skills and how farther they could go.

Remember that we may be the encoder of the grades and they are the ones making them, but schooling is more than just grades, and we are not just encoders. We are shapers of one’s life and life coach of every student’s heart.

Photo c/o Gian Atienza

T

AN OPEN LETTER

o a dearest lost soul,

Photo c/o of Steve and James podcast

“AM I TOXIC”: TOXIC FILIPINO TRAITS

by Giana Atienza

I

n the Pearl of the Orient Seas aka The Philippines, it is not only the air, the land, nor the water that are polluted, but also the minds and resulting actions of the Filipinos. And tell you, having to witness these “toxic attitudes” is one of life’s greatest disputes.

No matter how much you want to correct one’s toxicity, your words of wisdom still fail to infiltrate their thoughts because they would just fall on deaf ears. Yeah, I know, frustrating.

And let us be real; at some point in our lives, we have been guilty in committing one or two (or more) of these “toxic attitudes”.

Here are some of those toxic attitudes that make you ponder “Am I toxic?”

Filipino Time Meetings arranged at 10 am and expect everyone to arrive at 11am. Yes, we do joke about it every now and then, but it does not make it any less rude to not show up on time. We are all busy and in this fast-pacing world TIME. IS. PRECIOUS. So, stop saying “paalis na” when in reality you just woke up. It is irritating and quite disrespectful to the people who have to wait for you.

Fat-shaming our relatives and friends The very famous line in every family reunion, “Uy, ang taba-taba mo na!”.

It happens to become the favorite conversation starter of every single relative out there, as if asking it as plain as “how’s the weather?”. And as if your weight defines who you are and you gaining weight IS a big deal. Just to clarify, NOBODY wants to be greeted with this.

So be nice.

But ya’ know what gurl, be thicc with a double C and be proud. My business isn’t yours, Tita.

The walk on left, stand on right rule We Filipinos do not highly practice this rule

until lately. Always remember WALK on your left and STAND on your right. Not that hard right? Yes, I am speaking to those couples who can’t detach their bodies from each other on the escalator.

About walking, ALWAYS remember; walk on corridors, pavements, streets as if you are driving your car on the road ALWAYS, ALWAYS stay on the right side. Honey, we ain’t in England.

And please, NEVER occupy the whole road with your barkada! Always remember the rule of two, buddy-buddy system. If you are more than two, make the others walk behind or ahead of you.

Imposing your own beliefs on other people Filipinos, we admit it or not are all “likas na pakialamero”. We love to give unsolicited advice, and also ask intrusive questions like; “Bakit ka nag-arts? Dapat mag-medicine ka. Wala namang pera sa arts-arts na yan” or the famous, “So, kelan ka magpapakasal? Hindi ka na bumabata”.

Why don’t we stop this “pangingialam” and let people just live their lives.

Channel your inner Bobbie Salazar and say, “Don’t give comments about my personal life, ‘cause I don’t give comments about yours.”

Littering This is a personal pet peeve. Have you ever seen a rubbish bin in public, yet the top/cover or the small circular radius is full of trash around it?

Like the litter didn’t quite make it to the mouth of the trash bin? I mean, WHY? My guess? Filipinos could care less about the cleanliness of public spaces. We throw even the littlest candy wraps on the streets like that Oprah GIF of “you got a car, everyone got a car” but in this case litters.

Why can’t we learn to keep our trash just until we see a garbage can and not make the whole road as your rubbish bin? Easy right.

Here are some of the many toxic traits, we, Filipinos have. Now, can you answer the question, AM I TOXIC?

FEATURES

There will be many things in this life our hands will never get hold of-- people we will never know, stories we will never hear, hearts we will never be able to touch, bodies and beauty standards we will never achieve, knowledge we will never acquire, words we will never be able to utter, courage we will never muster, and opportunities we will never have.

But one thing we must understand in life, is that it is, and will never be a race.

We weren’t put here to compete our struggles to others. We are not here to compare our stories and experiences with others as to who had it easier and as to who made it first.

We are not here to rush everything.

Our stories are different from each other. Different in flow, plot, and ending.

Let your story flow naturally.

We will never have everything in life.

We might never experience the kind of plot twist we expect.

Nevertheless, we are all enough despite the things we can’t have and shortcomings we had.

Some people won’t understand the way we heal, but that is completely fine. We aren’t supposed to make them understand.

Afterall, we are supposed to understand and save ourselves first.

Hold on, my love. Have patience, everything will fall into its place.

Let us give ourselves the time we need to heal and grow.

With love and care, A burnout but striving soul • 1st Issue 2019-2020 • Ciencia Y Virtud •

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