PowerPoint Presentation

A Look Into the SL-DB Initiatives in the Junior Engagement Program (JEEP)Biyahe ng JEEPBUAG, Ma. Criselda Dana and RODRIGUEZ, Ara Marie Leal OSCI, Ateneo de Manila University5TH Asia-Pacific Regional Conference on Service-LearningFu Jen Catholic University, Taiwan*Explain Biyahe as a Filipino Term for journey

State Introduction here*

Presentation OutlineProgram BackgroundRecent Innovations: SL-DB JEEPChallengesLearningsLooking Forward & Conclusion

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Program Background: What is JEEP? **The Junior Engagement Program (JEEP) is one of the four subcomponents of the Integrated Ateneo Formation (InAF) Programs.

Integrated Ateneo Formation (InAF)ACADEMICSPIRITUALPERSONALSOCIALCULTURAL**The Integrated Ateneo Formation (INAF) is a systematic and deliberate approach to student formation.

Undergraduate students of the Ateneo de Manila University are required to undergo the different INAF programs according to their respective year level.

INAF ensures that formation happens both inside and outside the classroom.

It seek to unify academic and non-academic programs by providing a framework towards holistic formation.

Through this, students are not only academically competent, but also honed in their personal, spiritual, social, and cultural aspect.

InAF Programs**

Junior Engagement Program (JEEP) Originated from the Ateneo Labor Trials Program Jesuit Labor Trials Selected students from Philosophy 101 or 102 classes

InAF in 2008**Through InAFs efforts for a more integrated approach to social formation, the ALTP was reconceptualized as JEEP in in 2008.

It was made mandatory for all students taking Philosophy of the Human Person classes.

Unlike ALTP, JEEP focuses on marginalized sectors other than labor

Junior Engagement Program (JEEP)**Through InAFs efforts for a more integrated approach to social formation, the ALTP was reconceptualized as JEEP in in 2008.

It was made mandatory for all students taking Philosophy of the Human Person classes.

Unlike ALTP, JEEP focuses on marginalized sectors other than labor

Junior Engagement Program (JEEP) Praxis component of the Philosophy of the Human Person classes (Ph 101 and Ph 102)

16 hours4 hours/week for 4 weeks Participation the activities of people in the identified sectors

Social Engagement, Responsibility, and Critical Thinking**Through these concrete experiences, JEEP hopes to awaken students need to grow in social engagement and responsibility, critical thinking.

All this while dealing with real people and both the structural and every-day problems these people face.

As the praxis component of the Philosophy of the Human Person class, JEEP enables third year students to deepen their understanding of what it means to be human persons.

Discuss why the image of a jeepney is being used: the most common and cheapest form of transportation in the Philippines. In this vehicle, personal space is non-existent and passengers are forced to interact. Thus, an encounter with the other occurs.

And meaning of u-turn: JEEP has been using U-turn as its program branding because the it hopes for students to go out of themselves to meet the other and engage in their sectoral issues and problems, such that they may return to themselves more enriched by their encounters.8

Junior Engagement Program (JEEP)Partners with different offices & institutions Office for Social Concern and Involvement Department of Philosophy Office of Guidance and Counseling Office of Campus Ministry Partner areas, communities and institutions

**JEEP is run in partnership with different offices and institutions.

In general, Student Affairs Professionals from the Office for Social Concern and Involvement (OSCI) facilitate the area engagements of students by partnering with institutions from the identified sectors.

Philosophy teachers process the experiences of their students through a philosophical lens. A social analysis session facilitated by OSCI synthesizes students experiences and widens their perspective of their JEEP sector.

Other offices facilitates other JEEP activities.

JEEP Activities**Briefly dicuss the activities in general.

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Recent Innovations in JEEP: SL-DB JEEP**Different models are being designed and tested, in partnership with other academic departments.

SL or DB JEEP?Service Learning (SL)Discipline-Base (DB)Students reflect on the service activity to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility (Bringle & Hatcher, 1996)Requires the students to spend time in a marginalized community or institution to do activities that are related to their discipline. (Dela Cruz in Alzona, 2013)Students participate in an organized service activity that meets identified community needs Makes use of students Knowledge and Skills related to ones discipline and CourseServe development institutions and marginalized communities. Tie-up with another subject aside from the Philosophy of the Human subject.

Not Tied-up with an academic subject

Requires a particular output for that subject. Does not require an output aside from the completion of the students JEEP activities.**

Service-Learning JEEP

Political Science Majors in their Fundamentals of Public Management Class

Assigned to participating departments from national and local government units. Output is a good governance paper.**These students were assigned to participating departments from national and local government units. They are exposed to these agencys processes and systems and are required to write a good governance paper,

Service-Learning JEEP

Chemistry Majors in their Material Science Class

Students were sent to an indigenous peoples community in Sito Yangka, Capas Tarlac. Students processed banana fibers that can be used for the livelihood of the community**These students were assigned to participating departments from national and local government units. They are exposed to these agencys processes and systems and are required to write a good governance paper,

Discipline-Based JEEP

Health Sciences Program

Students go to institutions or areas related to health public health centers. Being assigned to a health center provides them with a glimpse of the systems in public health in the Philippines. **Students become assistant Barangay Health Workers- admit and get vital signs of patients. These students are trained by the Health Sciences Department before they go to their actual area engagements.

Discipline-Based JEEP

Biology and Life Sciences Students

Students are assigned in areas related to their enrolled major course electives. **Bioethics, Microbial Ecology, Immunology, Molecular Genetics, Biotechnology, Human Anatomy and Physiology, and Biodiversity.

Those assigned in Biodiversity are assigned in Protected Areas and Wildlife Bureau, assisting caretakers of endangered species.

Discipline-Based JEEP

Creative Writing Students

Students used their skills set in helping an NGO by writing feature articles to the NGO get funds, theme-specific primers for modules, and short stories for children. **

Discipline-Based JEEP

Information Design Students

Students apply design thinking in coming-up with creative solutions to the needs of their specific area assignments**

AnecdotesI was able to learn about how a city health center actually works in a public health system. It made me appreciate the significance of my course more.

- Health Science StudentWe were able to use the output of the students in our different activities. We even used them for our donor reports and annual report

Partner Institution, Lingap Pangkabataan Inc*Translated from Tagalog**

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Additional Notes for SL-DB JEEP SL-DB students still follow the same structure for regular JEEP

Differences for SL-DB JEEP is usually found in the time frame**

Challenges in SL-DBJEEP**The entry of service learning and discipline-based approaches in JEEP was gradual and challenging, especially with the current structure of the JEEP program. The actual area engagement of students is shorter compared to the other INAF programs. Students stay in their respective areas for a short period of time four hours per day, once a week for four consecutive weeks. Thus students have to be guided and processed accordingly.

Some recommendations will be discussed while discussing the challenges

Challenges

Scheduling

Current types of sectors and areas

Partnership with the Philosophy Department**Scheduling16 hours is not enough to deepen experiences of studentsAvailability of students and the match of their schedules with the areas schedules: Students for regular JEEP enlist in an area based on their free schedules while students under service-learning and discipline-based JEEP do not have the liberty to choose from different schedules. More often, students have limited breaks that may or may not match that of the area or institution. For the past years, the Health Sciences Department has been advising their Juniors to block off a particular time slot to be reserved for their JEEP activities. Thus, less difficulties were encountered with the Health Sciences students in terms of scheduling. But this is not the case for other courses/ departments. OSCI formators must find ways on how to best accommodate the growing number of SL/DB students.

Current types of sectors and areasSome courses required areas that are not in the current roster of JEEP areas thus formators look for additional areas that can best suit a specific course/ discipline.

Philosophy DepartmentGiven that JEEP is housed within the Philosophy of the Human Person course, the Philosophy component of JEEP must also be considered. The menu of areas which the Philosophy professor chooses may not match the SL/DB JEEP of their students. For the past years, particularly for the Health Sciences and Political Sciences majors, students choose from a set of identified Philosophy teachers which are flexible in their class discourses. These Philosophy teachers were informed beforehand that there are students enlisted in their class under service-learning and discipline-based initiatives. Thus, tight coordination with the involved teachers again enters as there are implications in aligning the requirements submitted by the students.

Challenges

Evaluating impact

Balancing: technical skills and interaction with the people in the area

Faculty members from other academic departments**Technical vs. interactionSome became too much focused on the technical application of their skills such that interaction with the people in the area are sometimes compensated

Faculty of Academic DepartmentsDifficulty in coordinating with other faculty. If OSCI formators cannot coordinate with a faculty member freely, then these formator tends to have difficulty in organizing JEEP activities. Thus it is important to identify the roles of partner faculties and OSCI formator.

Evaluating impact- Lack of rubrics in evaluating impact to students and partner area/community/ instiution

Learnings**

Learnings

SL-DB Champions

Communication

Matching courses and areas

Learning Hi-way**SL-DB ChampionsIncorporating service-learning and discipline-based approaches to JEEP was possible through the help and support from faculty members in different academic departments. Various consultations were done with professors from across academic departments and courses, as led by InAF and OSCI. These faculty members helped identify subjects where JEEP can be incorporated, as well as skills students have that can be matched with the needs of a partner institution.These faculty members also serve as a bridge between the students and OSCI formators. Students under service-learning and discipline-based JEEP were informed by their teachers on how to proceed with their JEEP. These faculty members helped gather these students for their orientations and sign-up for tasks or sign-up for areas.These Champions help the formators who may not be familiar with skills that can be offered by the different courses/ discipline.Some were also very involved with the entire process

CommunicationHaving an SLDB champion is not enough. Tight coordination between all stakeholders (including partner academic departments, Philosophy faculty, area) are needed to ensure smooth implementation of the program. Example: leveling-off the goals of the program, roles of each stakeholders, and requirements (not asking too much from the students in terms of requirements).

Matching courses and areasTechnical courses and disciplines are relatively easier to be matched with a specific area or institution. It is clear from the very beginning what the course is about and thus what type or area or institution may need the service this course can provide. Hence the importance of close coordination between the faculty from the academic department and OSCI formators is a must.

Learning Hi-wayA termed coined by Dr. Anne Candelaria from ADMUs Political Science DepatmentMakes formation more meaningful and relevant to students

Looking Forward and Conclusion**

Looking Forward

Continuous Explorations

Finding the right fit

Documentation of Practices

Rubrics for evaluation**Continuous ExplorationsKeep on experimenting on models

Finding the right fitWhich models are working?Re-asses strategies

Documentation of PracticesTo keep in mind which strategies are working and not

Rubrics for evaluation- How to evaluate properly impactsMen and Women for Others, Professionals-for-and-with-Others.[Men] and women who will live not for themselves but for God and his Christ - for the God-man who lived and died for all the world; men and women who cannot even conceive of love of God which does not include love for the least of their neighbors; men and women completely convinced that love of God which does not issue in justice for others is a farce. (Arrupe, 1973)**With the entry of service-learning and discipline-based initiatives, we hope to form professionals for others, professionals who use their skills and competencies in helping and serving other.

Establishing service-learning and discipline-based approaches may have been far from easy in JEEP. However it is a crucial program that helps introduce students to the world of those in marginalized sectors.

Service-learning and discipline-based JEEP is essential to showing students how to use their discipline to be persons for others. With small steps and continuous explorations being done, JEEP will reach a long way.

ReferencesAlzona, O. (2013). Lingkod: Pursuing Discipline-based and Interest-based Approaches to NSTP Implementation. Paper presented at the Lingnan University 4th RegionalConference on Service-Learning, Hong Kong, China. Presentation retrieved from http://www.ln.edu.hk/osl/conference2013/output/3C/3.%20ALZONAOphalle.pdf

Arrupe, S.J., P. (n.d.). Men for Others.Creighton University. Retrieved July 30, 2014,from http://onlineministries.creighton.edu/CollaborativeMinistry/men-for-others.html

Bernardo, C. (Formator) (2014, June 27). JEEP Classroom Orientation. Ph101:Philosophy of the Human Person. Lecture conducted from Ateneo de Manila University, Quezon City.

Bringle, R., and Hatcher, J. (1996). Implementing Service Learning in Higher Education. Journal of Higher Education, 67(2). Retrieved July 14, 2014, from http://www.compact.org/advancedtoolkit/pdf/bringle-all.pdf

Guevara, G. (n.d.). Junior Engagement Program: ACTIVITIES/SCHED. Junior Engagement Program: ACTIVITIES/SCHED. Retrieved July 29, 2014, from http://ateneojeep.blogspot.com/p/jeep-activities.html**

Thank you!BUAG, Ma. Criselda Dana P., mbunag@ateneo.eduRODRIGUEZ, Ara Marie Leal R., arrodriguez@ateneo.eduOffice for Social Concern and InvolvementAteneo de Manila University

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