A CALL TO EXPAND AND INSTITUTIONALIZE FURTHER THE SERVICE LEARNING PROGRAM The Central Student Government protects and advances the ...
A CALL TO EXPAND AND INSTITUTIONALIZE FURTHER THE SERVICE LEARNING PROGRAM
The Central Student Government protects and advances the student’s right to quality Ignatian education through an active participation in curriculum and methodology development, academic policy making and enhancement of support initiatives.
In the field of curriculum and methodology development, the Central Student Government finds Service Learning Program as a particular area of interest and focus.
Service Learning is defined as a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. The program is integrated within the curriculum of a course thus it is not just an ordinary voluntary extension but an academic requirement.
The Central Student Government Department of Academic Affairs, after its review on the existing Service Learning Program of the university sees it necessary to expand and further institutionalize this initiative due to its great learning value based on the following points:
1. The framework that this program provides animates and concretize the Ignatian Way of Proceeding of spiritu, corde, practice or “in the Spirit, from the heart, practically. “In Spirit” brings the student to see his course in a new light. The program allows the student to act for justice, goodness and other similar movements towards God in the context of their academic work due to its visible and actual application in a human community. “From the heart” brings the student to engage their learning in a personal level that does not only touch the lives of the community but attract people at a deeper level of motivation and vision. It brings a deeper sense of meaning and purpose. “Practically” is synonymous with pastoral which entails the students to explore more creative means of helping the community.
2. Experiencing how a chosen course brings about social change and establish real relationships with a certain community can deepen and bring more appreciation to the course thus lead to more passion for learning. The students have a chance to articulate the value of their chosen field and position it in the context of social development.
The characteristic and benefits of Service Learning Program brings the whole educational experience into a deeper and broader light. This program allows the students to see the course not just as a means for self-employment and advancement in a world of competition but it provides the basic framework for students to understand and realize the true essence of a Catholic and Jesuit education – an education as a means to liberate the poor, marginalized, voiceless and powerless in our country.
Therefore, the Central Student Government calls our administrators and faculty members to highly consider and begin the great work of expanding and institutionalizing the Service Learning Program in their respective curriculum.
SUPPORT THE PUSH FOR A NEW MAGNA CARTA OF STUDENTS’ RIGHTS AND RESPONSIBILITIES What is the Magna Carta of Students’ Rights and Responsibi...
SUPPORT THE PUSH FOR A NEW
MAGNA CARTA OF STUDENTS’ RIGHTS AND RESPONSIBILITIES
What is the Magna Carta of Students’ Rights and Responsibilities?
The MAGNA CARTA or Great Charter of Students’ Rights and responsibilities is a binding document that enumerates the rights of students that the school administration should uphold at all times and the responsibilities students should likewise exercise.
What are the highlights in terms of rights in this New Magna Carta?
Emphasis on the Right against discrimination in educational institutions (Article 1, Section 3)
Emphasis on the Right to Consultation on courses evaluation, policy changes, teacher’s performance and our grades
(Article 3, Section 4, #5)
Change of Schedule Initiated by the Teacher should be approved by the Registrar and with due consent of the students (Article 3, Section 4, #8)
Students shall not be obliged to attend any academic activity (make-up classes) during the university mandated and/or national holidays. (Article 3, Section 4, #8)
During Activity Hours, the students are not obliged to attend any academic activity (make-up classes).(Article 3, Section 4, #8)
Absences shall not be taken against the grades of the students unless they have gone over the prescribed number of allowable absences. (Article 3, Section 4, #9)
Involuntary Contributions from students are prohibited except those approved by the Director of Student Affairs or the Central Student Government as provided for by Memorandum No. 80, s. 1968 (Department Order No. 15, s. 1968); RA No 4206 as amended by RA No. 4725. (Article 3, Section 10, # 1)
Teachers should not require the purchase of tickets or the like as part of the academic requirement of a certain course. Failure to pay should not be held against the grade of the student. (Article 3, Section 10, # 2)
Students shall have the right to peaceably assemble and discus issues that directly affect them. The University shall ensure that right to freedom to peaceably assemble be upheld at all times. (Article 8, Section 4)
The students have the right to organize and initiate moves that formulate, modify or reject school policy affecting them directly through their official representatives who will then present the substance of the student’s initiative to official
bodies for review and appropriate action. (Article 7, Section 4)
Referendum dates: February 23, 24 and 25 together with Botar Atenista 2011
FULL TEXT OF PROPOSED MAGNA CARTA OF STUDENTS' RIGHTS AND RESPONSIBILITIES 2011
This is still open for revisions before final approval on Thursday (Feb 17, 2011)
THE CENTRAL STUDENT GOVERNMENT STATEMENT ON THE APPROVED NEW MONDAY-THURSDAY/TUESDAY-FRIDAY SCHEDULE SCHEME (EXPERIMENTAL) The Academic C...
THE CENTRAL STUDENT GOVERNMENT
STATEMENT ON THE APPROVED
NEW MONDAY-THURSDAY/TUESDAY-FRIDAY SCHEDULE SCHEME (EXPERIMENTAL)
The Academic Council which is the highest academic policy making body of the University whose members are the College Deans, Student Representatives from the CSG, a faculty representative from XUTELFA and from other academic units has approved the new schedule scheme during the January 13, 2011 council meeting effective next school year (2011-2012). However, this is still subject to evaluation after the 1st semester of implementation.
This new scheme moves our schedule from M-W-F/T-TH to M-TH/T-F and for laboratories and other 2-3 hours subjects to W/F. The reason for this move is to address the looming problem on classroom shortages, increasing energy consumption, accumulating garbage and waste materials. This can also facilitate in minimizing student’s expenses.
This will result to a class time of 1 hour and 15 minutes. Classes will meet only twice a week. This will also leave Wednesday a free or activity day which can be used for research, assignments, extra-curricular activities and others.
The Central Student Government is open to this experimental scheme due to its economic consideration and academic allowance it delivers. However, we find it highly necessary to implement administrative guidelines that considers the attention span and stress this schedule brings to us, the students. After thorough consultation and discernment, the administration has to be cautions on the following factors:
- Considering that Xavier University has an average of 23 units per semester. The allocation of the subjects per day should be equitably distributed to avoid heavy days due to continuous lessons.
- Academic performance of the students should be analyzed critically. The longer class time of 1 hour and 15 minutes may compromise the learning process due to our limited attention span. The teachers should be highly encouraged to innovate their teaching method to capture the interests of the students and to facilitate deeper comprehension.
- Student activity on Wednesdays should also be monitored or analyzed if it is fully maximize in terms of participation and quality.
- Impact on students who prefer to overload for the semester
- Impact on absent rates
After the experimental stage, we call on the next student government administration to use of all its power and resources to conduct a referendum. This referendum will serve as a basis for the students’ stand on the scheme after its one semester of implementation. This will also serve as the real reflection of the pulse of the student body. The university administration ought not to discount the outcome of this referendum since it is the voice of its major stakeholders – we, the students.