Iskomunidad - User contributions [en]

File:TEC MAY 2014 Announcement.pdf

2014-03-18T07:10:32Z

Teachupd: Teachupd uploaded a new version of "File:TEC MAY 2014 Announcement.pdf": EXCLUSIVE FOR U.P. Diliman Faculty Teaching Effectiveness Course (TEC) 12-16 May 2014

Teaching Effectiveness Course (TEC)
12-16 May 2014
8:00-5:00
Exclusive for U.P. Diliman Faculty

File:TEC MAY 2014 Announcement.pdf

2014-03-18T07:07:28Z

Teachupd: Teaching Effectiveness Course (TEC) 12-16 May 2014 8:00-5:00 Exclusive for U.P. Diliman Faculty

Teaching Effectiveness Course (TEC)
12-16 May 2014
8:00-5:00
Exclusive for U.P. Diliman Faculty

Math and GE:Why is Mathematics Part of Liberal Education?

2012-11-08T03:41:00Z

Teachupd: New page: Math and GE: Why is Mathematics Part of Liberal Education? Fidel Nemenzo ABSTRACT In the late 50s, CP Snow, in his famous lecture, “The Two Cultures,” lamented the fragmen...

Math and GE:
Why is Mathematics Part of Liberal Education?

Fidel Nemenzo

ABSTRACT

In the late 50s, CP Snow, in his famous lecture, “The Two Cultures,” lamented the fragmentation of the learning in academe and the deepening wedge between the humanities and social sciences on one hand, and math and the sciences on the other. There are humanists who feel that math is merely a tool for technology, a collection of formulas and symbols with no connection to the great themes of our culture. On the other hand, there are teachers of math who teach math as nothing but an IQ test, forcing students through the drudgery of drills in algebra and calculus.

The goal of GE mathematics is to dispel these notions and convey the message that math has been and is linked in fundamental ways to the development of culture and our ways of thought. Our GE program, guided by the spirit of the liberal arts, is an opportunity to teach math and science not as an academic obstacle course, but as an adventure in ideas that is exciting and relevant to understanding the world.

Math is commonly reflected in math books and research articles (or even in the classroom) as a formal axiomatic system, a collection of formulas students memorize. But math is about ideas not formulas. It is the systematic study of patterns; a way of looking and making sense of the world. It is the language of science and its practical applications pervade almost every aspect of our lives. In this paper, we will discuss the goals and format of our GE math offerings (Math 1 and 2). These courses are designed to provide the student a deeper understanding of and appreciation for the nature of mathematics through an exploration of its applications, as well as its intellectual, aesthetic, and humanistic aspects, which are just as important as its utility.

Professor, Institute of Mathematics, College of Science

UPD General Education Conference 2012

2012-11-08T03:40:30Z

Teachupd:

==The Conference==

17 October 2012
{| class="wikitable" border="1"
|-
! Time
! Topic
! Speaker
|-
|9:30
|[[Opening Remarks]]
|Vice Chancellor [[Benito Pacheco]]
|-
| 9:45
| Keynote Address : [[Revisiting the UP GE Program]]
| VP for Academic Affairs [[Gisela P. Concepcion]]
|-
| 10:15
| [[The UPD GE Program and the UPD Language Policy]]
| Dr. [[Rosario Torres-Yu]]
|-
|11:00am
|[[The CHED GE Program]]
|Dr. Ma. Cristina Padolina
|-
|
|[[Reaction]]
|Prof. [[Michael Tan]]
|-
|1:30 PM
|[[K-12 and the UPD GE Program]]
|Dr. [[Dina Ocampo]]
|-
|
|Reaction
|Dr. [[Ma. Milagros Laurel]]
|-
|2:30 pm
|[[Science, Technology and Society: Challenges and Opportunities]]
|Dr. [[Benjamin Vallejo Jr.]]
|-
|3:00pm
|[[Aesthetic Literacy and Changing Education Paradigms]]
|Prof. [[DATUIN, Flaudette May V.|Flaudette May Datuin]]
|-
|4:00 pm
|[[Anyo ng Mapanuring Pag-iisip at Kompas na Pangmoral sa Philo 1]]
|
|-
|4:30pm
|[[Mainstreaming Disaster Mitigation, Adaptation and Preparedness Strategies through the General Education Program]]
|Dr. [[Benito Pacheco]] & Dr. [[Mark Albert Zarco]]
|-
|}

18 October 2012

{| class="wikitable" border="1"
|-
! Time
! Topic
! Speaker
|-
|10:00am
|[[Survey on Level of Awareness and Initiatives of the K-12 Program in Higher Education in UPD]]
|
|-
| 10:30 am
| [[Ang Pagtuturo ng Kas I sa Panahon ng K+12]]
|
|-
|
|[[What GE Teachers Can Glean from UPCAT Results]] : Lessons Learned and Insights Gained from the Reading and Language Tests
|Prof. [[Lalaine Aquino]]
|-
|2:30 pm
|[[Math and GE:Why is Mathematics Part of Liberal Education?]]
|
|-
|3:00 pm
|[[Liberal Education, Change, and the Humanities]] : Issues in the 21st Century
|
|-
|4:00pm
|Synthesis
|Vice Chancellor [[Ronald Banzon]]
|-
|4:30 pm
|Closing Remarks
|Vice Chancellor [[Benito Pacheco]]
|}

----

==Invitation==
Memorandum OVCAA 2012 -023

For : All Deans, Directors and Heads of Units

Subject: UPD General Education Conference 2012 Preregistration

----

[[Image:Memo_OVCAA_2012-023.jpeg]]

[[Category:OVCAA Memo]][[Category:Memo]]

Liberal Education, Change, and the Humanities

2012-11-08T03:39:47Z

Teachupd: New page: Liberal Education, Change, and the Humanities: Issues in 21st Century U.P. General Education GE Committee, College of Arts and Letters ABSTRACT Every time the GE Program of the ...

Liberal Education, Change, and the Humanities:
Issues in 21st Century U.P. General Education

GE Committee, College of Arts and Letters

ABSTRACT

Every time the GE Program of the University is discussed or debated upon, we return to what we believe is the bedrock of this program: Liberal Education. It is an education whose aim is “broadening a person's general knowledge and experience.” U.P.’s General Education program, usually prescribed in early years of an undergraduate degree program, is supposed to provide students with contexts in which a specialization can be pursued in later years. All our efforts have been geared towards making our program engage with the times and produce students who, as citizens, have a strong sense of moral and intellectual integrity. We believe that we have to be more aggressive in reconciling an inter-/multi-/trans-disciplinary approach to the GE Program with our University’s disciplinal structure. This approach should be characterized by exploring the intersections in the sciences and the humanities. But at present, the courses that should provide such general knowledge have been offered by seemingly still autonomous and discipline-based units. The challenge then, as it has always been, is for U.P. to reconcile the liberal approach of broadening knowledge with its present disciplinal structure. In six years, UP will welcome the first batch of K-12 graduates. For quite a number of people, 2018 seems like a “deadline” foisted on us by local politics and global economics. It is a year some of us dread. But we could take a more positive stance and look at the so-called impending doom as an opportunity to institute changes which some of us have been pushing for over the years. We should look forward to expanding the frontiers of liberal education while championing a greater understanding and renewal of traditions.

What GE Teachers Can Glean from UPCAT Results

2012-11-08T03:37:41Z

Teachupd: New page: What GE Teachers Can Glean from UPCAT Results: Lessons Learned and Insights Gained from the Reading and Language Tests Lalaine Aquino ABSTRACT The results of the item analysis of the UP...

What GE Teachers Can Glean from UPCAT Results:
Lessons Learned and Insights Gained
from the Reading and Language Tests

Lalaine Aquino
ABSTRACT
The results of the item analysis of the UPCAT offer insights as to the profile of incoming freshmen. By analyzing the kind of items that “survive” and do not “survive” in the reading comprehension and language proficiency tests in English, one can identify the strengths and weaknesses of the incoming freshmen as ESL (English as a second language) learners. The results of the item analysis give insights as to the nature of reading, the factors that affect reading, the things that distinguish “good” readers from “poor” readers, the qualities of good reading materials, and the nature of the difficulties that ESL learners experience as they learn English. Such information can help GE teachers who conduct their classes in English (be it the skills class like English 10 or a content class like Chem 1) design their lessons and choose materials that are appropriate for their students.

Associate Professor, Department of English and Comparative Literature,
College of Arts and Letters

Ang Pagtuturo ng Kas I sa Panahon ng K+12

2012-11-08T03:37:09Z

Teachupd: New page: Ang Pagtuturo ng Kas 1 sa Panahon ng K+12 GE Committee, Department of History ABSTRAK Malaki ang pagbabago sa pagtuturo ng Araling Panlipunan batay sa kurikulum na inilahad ng D...

Ang Pagtuturo ng Kas 1 sa Panahon ng K+12

GE Committee, Department of History

ABSTRAK

Malaki ang pagbabago sa pagtuturo ng Araling Panlipunan batay sa kurikulum na inilahad ng DepEd para sa implementasyon ng K+12. Ang mga kasanayang pang-agham panlipunan, tulad ng kasaysayan at heograpiya, ay tatalakayin mula sa unang baitang at palalaguin at dadagdagan ang mga kasanayan hanggang sa Grade 12. Ang Kasaysayan ay sisimulan sa unang baitang, sa sariling pagkilala at pagtukoy ng identidad ng batang mag-aaral, tungo sa kasaysayan ng kanyang komunidad at grupong etnolinggwistiko, hanggang sa kasaysayang pambansa at sa kasalukuyang kalagayan at mga suliranin ng pambansang pamayanan. Higit sa lahat, sa Grade 7 na nagsisimula na ngayong taong akademiko, ang araling pangkasaysayan ay maglalaman ng mga sipi mula sa mga pangunahing sanggunian, kaya ito ay tinaguriang “Mga Saksi sa Kasaysayan ng Pilipinas.”Layunin sa baitang na ito ang masanay ang mga mag-aaral sa pag-unawa at pagsusuri ng mga primaryang dokumento at ibang sangguniang pangkasaysayan upang mabatid nila ang mga batayan sa pagsusulat ng kasaysayan at matuto sa pagsusuri ng iba’t ibang pananaw. Batay sa mga inilahad na ito, may puwang pa ba ang pagtuturo ng Kasaysayan ng Pilipinas (Kas 1) sa Unibersidad?

Dalawang bahagi ang tatalakayin sa presentasyong ito. Una ay ang kurikulum ng K+12 sa Araling Panlipunan, at bibigyang tuon ang pagtuturo nito sa Grades 5, 6, at 7 na nau ukol sa Kasaysayan ng Pilipinas. Susuriin sa bahaging ito kung ano ang mga kasanayan at kaalaman sa kasayaysan na nais ibahagi ng K+12 sa mga mag-aaral. Sumunod, susuriin ang kasalukyang pagtuturo ng Kas 1 sa Unibersidad batay sa pagsasagawa nito ng kaguruan ng Departamento ng Kasaysayan. Nais alamin sa pag-aaral na ito kung ano ang mga bahagi sa pagtuturo na nasimulan na sa elementarya at kung bakit at paano nananatiling mahalaga ang Kas 1 sa kolehiyo. Layunin ng presentasyon na tukuyin kung ano at paano ang pagtuturo ng kasaysayan sa antas na pang-unibersidad

Survey on Level of Awareness and Initiatives of the K-12 Program in Higher Education in UPD

2012-11-08T03:36:20Z

Teachupd: New page: Survey on Level of Awareness and Initiatives of the K-12 Program in Higher Education in UPD UC Committee on Academic Policies and Programs (CAPP) ABSTRACT In April 2012, the govern...

Survey on Level of Awareness and Initiatives
of the K-12 Program in Higher Education in UPD

UC Committee on Academic Policies and Programs (CAPP)

ABSTRACT
In April 2012, the government formally launched the K to 12 Basic Education Program of the Department of Education (DepEd), which increases the basic education from 10 years to 12 years. In this light, the University Committee on Academic Programs and Policies (UCAPP) conducted a survey among deans, chairs, and faculty. The survey aims to measure UP Diliman’s level of awareness about the K-12 program as well as identify any possible implication it would have on the current curricular offerings and faculty. This survey also seeks to gather any or preliminary initiatives towards discussion on possible curriculum changes. Results of the survey are presented.

Mainstreaming Disaster Mitigation, Adaptation and Preparedness Strategies through the General Education Program

2012-11-08T03:35:29Z

Teachupd: New page: Mainstreaming Disaster Mitigation, Adaptation, and Preparedness Strategies through the General Education Program Benito Pacheco¹ and Mark Albert Zarco² ABSTRACT Public awareness an...

Mainstreaming Disaster Mitigation, Adaptation, and Preparedness Strategies through the General Education Program

Benito Pacheco¹ and Mark Albert Zarco²

ABSTRACT
Public awareness and education is a well-established strategy for mainstreaming disaster risk reduction and management practices. In this paper, the framework for a newly instituted general education course on disaster mitigation, adaptation, and preparedness strategies offered by the Institute of Civil Engineering is discussed. The main features of this course are that it presents knowledge on the subject of disaster risk management among all three domains in an integrated manner; emphasizes both independent creative and critical thinking skills, and oral, written, and visual communication skills; employs active learning strategies and out-of-class learning experiences; and helps students develop team and leadership skills. The primary goal of the course is to help students appreciate the role various disciplines play as well as the manner in which they interface with one another in the management of disaster risk associated with natural or environmental hazards.

¹ Professor, Institute of Civil Engineering, College of Engineering and
Vice Chancellor for Research and Development
² Professor, Institute of Civil Engineering, College of Engineering

Anyo ng Mapanuring Pag-iisip at Kompas na Pangmoral sa Philo 1

2012-11-08T03:34:37Z

Teachupd: New page: Anyo ng Mapanuring Pag-iisip at Kompas na Pang-moral sa Philo 1 Komite sa GE, Departamento ng Pilosopiya ABSTRAK Nagiging hayag ang anyo ng mapanuring pag-iisip sa pilosopiya sa p...

Anyo ng Mapanuring Pag-iisip at Kompas na Pang-moral sa Philo 1

Komite sa GE, Departamento ng Pilosopiya

ABSTRAK

Nagiging hayag ang anyo ng mapanuring pag-iisip sa pilosopiya sa pagtalakay ng mga konsepto, prinsipyo, at suliranin sa mga larangang tulad ng pilosopiya ng wika, epistemolohiya, pilosopiya ng agham, lohika, at etika. Natatangi ang pagtalakay ng pilosopiya sa mga larangang ito dahil sa kalikasan ng mga tanong at pagtatanong kaugnay nito. Sa pagtalakay sa mga larangang ito, tila inaakay ang mga mag-aaral na magkaroon ng husay at talas ng pag-iisip sa pamamagitan ng argumentasyon at pangangatuwiran.

Sa pamamagitan ng pagtalakay sa larangan ng etika, nagkakaroon ng mas malawak na balangkas ang mga mag-aaral hinggil sa mga isyung moral. Nahahasa ang kanilang kakayahang himayin at suriin ang mga nasabing isyu sa konteksto ng mga teoryang etikal.

Bukod sa dayalektikang lapit, naibabahagi sa mga mag-aaral ang natatanging anyo ng mapanuring pag-iisip at kompas na pang-moral sa Pilosopiya 1 gamit ang iba’t ibang pamamaraan. Ilan dito ang pagsusuri ng mga artikulo sa pahayagan, pag-aanalisa ng napapanahong isyu, debate, panonood ng piling pelikula o dokumentaryo, at iba pa.

Science, Technology and Society: Challenges and Opportunities

2012-11-08T02:47:02Z

Teachupd:

Science, Technology and Society (STS):
Challenges and Opportunities

ABSTRACT

With the approval of the University Council, STS is now one of the six “super GE” courses required for all undergraduates. The rationale for requiring STS is that this is the only course in the GE program where all the science, social science, humanities disciplines interact and are studied within the context of Philippine and global society.

This paper reviews the problems of delivering STS in the first 25 years of its implementation and the recommendation of the committee that reviewed the course and the changes and reforms to its pedagogy. Following the reforms, since 2006 STS has been delivered by stand-alone lectures given by the university’s best professors in their disciplines which range from philosophy, history, the social sciences, economics, the natural sciences, mathematics, and the professions of law, business, media communications, tourism, and medicine. Eminent practitioners in business, the arts, and law are regularly invited as guest lecturers pro bono. And without compromising the secular nature of the course, a Roman Catholic theologian has also been invited to give the social and historical context of astronomy in the Bible. All the lectures emphasize the societal role of science and technology with some lectures focusing on social change and perception. There are no required readings in the course although lecturers may suggest texts for learning enrichment. The students are required to attend at least one public lecture or forum for which they write an essay. There is one exam where students are expected to choose a theme and integrate what they have learned in the course.

The main challenge is increasing demand. Demand for STS is expected to increase from the 160 students in six sections each to 10 sections. This will make it more difficult for the Science and Society Program to get the commitment of affiliate faculty to offer the menu of topics. The solutions to these problems are proposed.

(video is being processed)

<flvplayer width="400">Image:GE_Vallejo.flv‎ ‎‎</flvplayer>
Dr. Benjamin Vallejo 
Assistant Professor, Institute of Environmental Science and Meteorology and
Coordinator, Science and Society Program, College of Science

This vodcast is part of the [[UPD General Education Conference 2012]]

[[Category:Vodcast]]

Aesthetic Literacy and Changing Education Paradigms

2012-11-08T02:42:17Z

Teachupd:

Aesthetic Literacy and Changing Education Paradigms

ABSTRACT

The paper will revolve around the following key concepts:

The aesthetic-refers—following the educator Sir Ken Robinson—to the state of being fully alive, when our senses and those faculties that make us human are at their peak.

Aesthetic Literacy-refers to the competence and ability to see more, hear more, feel more and think more, not in fragmented but in multi-sensory and multi-dimensional ways.

Changing Education Paradigms-refers to paradigms that go beyond the Enlightenment, Fordist (assembly line) model of the mind on which the present education system is still grounded; it is a model ill-suited to respond competently to multiple sensory stimuli (e.g. images, video games, gadgets, ads) that deaden the senses (the unaesthetic), within rapidly changing cultural, climactic, and political conditions.

This paper presents the arts (popular, fine, folk, traditional, multimedia) as powerful and transformative resource that awaken the senses towards urgent educational paradigm shifts, especially in light of the K+12 curriculum and the present GE framework.

(video is being processed)

<flvplayer width="400">Image:GE_Datuin.flv‎ ‎‎</flvplayer>
Prof. Flaudette May Datuin 
Associate Professor, Department of Art Studies, College of Arts and Letters

This vodcast is part of the [[UPD General Education Conference 2012]]

[[Category:Vodcast]]

Aesthetic Literacy and Changing Education Paradigms

2012-11-08T02:41:43Z

Teachupd:

Aesthetic Literacy and Changing Education Paradigms

ABSTRACT

The paper will revolve around the following key concepts:

The aesthetic-refers—following the educator Sir Ken Robinson—to the state of being fully alive, when our senses and those faculties that make us human are at their peak.

Aesthetic Literacy-refers to the competence and ability to see more, hear more, feel more and think more, not in fragmented but in multi-sensory and multi-dimensional ways.

Changing Education Paradigms-refers to paradigms that go beyond the Enlightenment, Fordist (assembly line) model of the mind on which the present education system is still grounded; it is a model ill-suited to respond competently to multiple sensory stimuli (e.g. images, video games, gadgets, ads) that deaden the senses (the unaesthetic), within rapidly changing cultural, climactic, and political conditions.

This paper presents the arts (popular, fine, folk, traditional, multimedia) as powerful and transformative resource that awaken the senses towards urgent educational paradigm shifts, especially in light of the K+12 curriculum and the present GE framework.

(video is being processed)

<flvplayer width="400">Image:GE_Datuin.flv‎ ‎‎</flvplayer>
Prof. Faludette May Datuin 
Associate Professor, Department of Art Studies, College of Arts and Letters

This vodcast is part of the [[UPD General Education Conference 2012]]

[[Category:Vodcast]]

Aesthetic Literacy and Changing Education Paradigms

2012-11-08T02:38:17Z

Teachupd:

Aesthetic Literacy and Changing Education Paradigms

[[Flaudette May Datuin]]

ABSTRACT

The paper will revolve around the following key concepts:

The aesthetic-refers—following the educator Sir Ken Robinson—to the state of being fully alive, when our senses and those faculties that make us human are at their peak.

Aesthetic Literacy-refers to the competence and ability to see more, hear more, feel more and think more, not in fragmented but in multi-sensory and multi-dimensional ways.

Changing Education Paradigms-refers to paradigms that go beyond the Enlightenment, Fordist (assembly line) model of the mind on which the present education system is still grounded; it is a model ill-suited to respond competently to multiple sensory stimuli (e.g. images, video games, gadgets, ads) that deaden the senses (the unaesthetic), within rapidly changing cultural, climactic, and political conditions.

This paper presents the arts (popular, fine, folk, traditional, multimedia) as powerful and transformative resource that awaken the senses towards urgent educational paradigm shifts, especially in light of the K+12 curriculum and the present GE framework.

Associate Professor, Department of Art Studies, College of Arts and Letters

(video is being processed)

<flvplayer width="400">Image:GE_Datuin.flv‎ ‎‎</flvplayer>
Prof. Faludette May Datuin 
This vodcast is part of the [[UPD General Education Conference 2012]]

[[Category:Vodcast]]

Science, Technology and Society: Challenges and Opportunities

2012-11-08T02:37:07Z

Teachupd:

Science, Technology and Society (STS):
Challenges and Opportunities

Benjamin Vallejo, Jr.

ABSTRACT

With the approval of the University Council, STS is now one of the six “super GE” courses required for all undergraduates. The rationale for requiring STS is that this is the only course in the GE program where all the science, social science, humanities disciplines interact and are studied within the context of Philippine and global society.

This paper reviews the problems of delivering STS in the first 25 years of its implementation and the recommendation of the committee that reviewed the course and the changes and reforms to its pedagogy. Following the reforms, since 2006 STS has been delivered by stand-alone lectures given by the university’s best professors in their disciplines which range from philosophy, history, the social sciences, economics, the natural sciences, mathematics, and the professions of law, business, media communications, tourism, and medicine. Eminent practitioners in business, the arts, and law are regularly invited as guest lecturers pro bono. And without compromising the secular nature of the course, a Roman Catholic theologian has also been invited to give the social and historical context of astronomy in the Bible. All the lectures emphasize the societal role of science and technology with some lectures focusing on social change and perception. There are no required readings in the course although lecturers may suggest texts for learning enrichment. The students are required to attend at least one public lecture or forum for which they write an essay. There is one exam where students are expected to choose a theme and integrate what they have learned in the course.

The main challenge is increasing demand. Demand for STS is expected to increase from the 160 students in six sections each to 10 sections. This will make it more difficult for the Science and Society Program to get the commitment of affiliate faculty to offer the menu of topics. The solutions to these problems are proposed.

Assistant Professor, Institute of Environmental Science and Meteorology and
Coordinator, Science and Society Program, College of Science

(video is being processed)

<flvplayer width="400">Image:GE_Vallejo.flv‎ ‎‎</flvplayer>
Dr. Benjamin Vallejo 
This vodcast is part of the [[UPD General Education Conference 2012]]

[[Category:Vodcast]]

Office of the Director for Instruction

2012-06-27T09:03:16Z

Teachupd: Office of the Director for Instruction moved to Office of the Director of Instruction

#REDIRECT [[Office of the Director of Instruction]]

Office for the Advancement of Teaching

2012-06-27T09:03:16Z

Teachupd: Office of the Director for Instruction moved to Office of the Director of Instruction

Office of the Director for Instruction, or ODI, is a unit under the UP Office of the Vice Chancellor for Academic Affairs.
Its primary function is to uphold the standards of excellence in the University ---"Quality Education in the Premier University".
It has been addressing the design, updating, and implementation of academic policies and programs such as:

:* Student Evaluation of Teacher (SET)
:* University Teaching (UT))
:* Educational Resources

Its office is located at Room. 101 Diliman Interactive Learning Center (DILC) Bldg, Magsaysay corner Apacible Street, UP Diliman, Quezon City .
Telephone No. 924-77-22 or 9818500 local 2562

Director of ODI

[[Portia_P._Padilla| Portia Padilla]] - ________ to current 
Rosario Alonzo - ______ to ________ 
Celia T. Adriano - _______ to ______ 

[[Category:UP Diliman]]

OVCAA

2012-06-27T09:02:39Z

Teachupd:

'''Office of the Vice Chancellor for Academic Affairs (OVCAA) ''' 
University of the Philippines Diliman 
Official site: [http://www.upd.edu.ph/~ovcaa/index.html http://www.upd.edu.ph/~ovcaa]

The Vice Chancellor for Academic Affairs assists the Chancellor in
coordinating curricular, instructional, extension, library and other academic
programs in U.P. Diliman.

Starting May 2011, the Vice Chancellor for Academic Affairs is [http://www.upd.edu.ph/~updinfo/jun11/index4.html Dr. Ronald S. Banzon].

'''OVCAA NEWS'''

1. Vision Statement of the Nominee for the University Librarian ---
[Mr. Rodolfo Tarlit
http://www.upd.edu.ph/~ovcaa/Vision_Statement_of_the_Nominee_for_University_Librarian.pdf]

2. UP Diliman Centennial Professorial Chair ---
[http://www.upd.edu.ph/~ovcaa/memos.html http://www.upd.edu.ph/~ovcaa/memos.html]

3. UP Arts Productivity System ---
[http://www.upd.edu.ph/~ovcaa/memos.html http://www.upd.edu.ph/~ovcaa/memos.html]

4. Degree Programs Offered ---
[http://www.upd.edu.ph/~ovcaa/acadofferings.html http://www.upd.edu.ph/~ovcaa/acadofferings.html]

'''OVCAA Units'''

The following are the offices under the supervision of the OVCAA: 
1. [[Office of the University Registrar]] (OUR) --- [http://www.upd.edu.ph/~our/ http://www.upd.edu.ph/~our/] 
2. [http://www.dilc.upd.edu.ph Diliman Interactive Learning Center (DILC)] 
3. [[Office of the Director of Instruction]] (ODI) 
4. Office of Extension Coordination (OEC) --- [http://www.upd.edu.ph/~ovcaa/oec/index.html http://www.upd.edu.ph/~ovcaa/oec] 
and 
5. the University Library --- [http://www.mainlib.upd.edu.ph/ http://www.mainlib.upd.edu.ph/].

'''Contact Information:'''

Address:
2nd Flr., DILC Bldg., R. Magsaysay corner G. Apacible St.
UP Diliman. 1101 Quezon City

Tel. No. 928-2889

UP Trunkline:
9818500 local 2583 (Secretary- Vi) 
9818500 local 2585 (Jessica/ Elsa) 
9818500 local 2555 (Exec. Asst. Jerome) 

[[Category:UP Diliman]]

Jalton Taguibao

2012-01-06T06:17:18Z

Teachupd:

Jalton Garces Taguibao is Assistant Professor at the Department of the Political Science, College of Social Sciences, University of the Philippines-Diliman.

__TOC__

==Background==
He graduated with a Bachelor of Arts degree, Major in Political Science in 1998, from the University of the Philippines-Diliman. In 2001, he completed coursework units in the Master of Arts in Political Science Program, however, proceeded to work as a full time faculty at the University of Asia and the Pacific (2002-2004) and the University of the Philippines-Manila (2005-2010). He graduated with a Masters degree in Public Management from the University of the Philippines-Manila in 2010.

Currently, Asst. Prof. Taguibao is completing his PhD in Political Science from the University of the Philippines-Diliman. Upon completion of his PhD coursework, he intends to write a dissertation on Philippine Energy and Environmental Politics, particularly, Renewable Energy Development in the Philippines. Asst. Prof. Taguibao's research interests include Media Politics, Political Economy and Technology Politics.

Asst. Prof. Jalton Taguibao is also a musician, arranger, and composer.

==Courses handled==

Political Science 11, Political Science 150, Political Science 160, Social Science II

== Publications ==

Taguibao, Jalton G. 2001, 'Philippine Economic Policy and the1997 Asian Financial Crisis', Global Jurnal Politik International, Vol. 1, No. 7, pp. 25-30. 
Taguibao, Jalton G. 2010, 'Renewable Energy (RE) Sector Development in the Philippines Based on the Perspectives of Selected Industry Managers', Asia-Pacific Social Science Review; Vol 10, No 2 (2010): Global Politics and Human Society; 67-82. 
(http://www.philjol.info/philjol/index.php/APSSR/article/view/1903)

== Awards and Recognitions ==

University of the Philippines Centennial Artist Award, University of the Philippines-Manila, 2008

== See Also ==
http://polisci.upd.edu.ph/people/faculty/faculty.html

[[Category:UP People]][[Category:UPD Faculty|T]][[Category:CSSP Faculty|T]][[Category:Department of Political Science Faculty|T]]

Office for the Advancement of Teaching

2012-01-06T06:15:27Z

Teachupd:

Office for the Advancement of Teaching

2012-01-06T06:14:19Z

Teachupd:

Office of the Director for Instruction, or ODI, is a unit under the UP Office of the Vice Chancellor for Academic Affairs.
Its primary function is to uphold the standards of excellence in the University ---"Quality Education in the Premier University".
It has been addressing the design, updating, and implementation of academic policies and programs such as:

:* Student Evaluation of Teacher (SET)
:* University Teaching (UT))
:* Educational Resources

Its office is located at Room. 101 Diliman Interactive Learning Center (DILC) Bldg, Magsaysay corner Apacible Street, UP Diliman, Quezon City .
Telephone No. 924-77-22 or 9818500 local 2562

Director of ODI

[[http://iskwiki.up.edu.ph/index.php/Portia_P._Padilla|Portia Padilla]] - ________ to current 
Rosario Alonzo - ______ to ________ 
Celia T. Adriano - _______ to ______ 

[[Category:UP Diliman]]

Office for the Advancement of Teaching

2012-01-06T06:13:07Z

Teachupd:

Office of the Director for Instruction, or ODI, is a unit under the UP Office of the Vice Chancellor for Academic Affairs.
Its primary function is to uphold the standards of excellence in the University ---"Quality Education in the Premier University".
It has been addressing the design, updating, and implementation of academic policies and programs such as:

:* Student Evaluation of Teacher (SET)
:* University Teaching (UT))
:* Educational Resources

Its office is located at Room. 101 Diliman Interactive Learning Center (DILC) Bldg, Magsaysay corner Apacible Street, UP Diliman, Quezon City .
Telephone No. 924-77-22 or 9818500 local 2562

Director of ODI

Portia Padilla - ________ to current 
Rosario Alonzo - ______ to ________ 
Celia T. Adriano - _______ to ______ 

[[Category:UP Diliman]]