University Thrust Essay Example for Free

University propel EssayA ram is a broad statement of think strategic actions. The statement should provide a compelling theme that knits together otherwise independent activities and focuses the energies of in operation(p) free radicals on things that matter in the market. A gorge is intended to create a broad, shargondunderstanding of what strategic actions ar intended in planning. Universities around the world must of importtain their focus in providing quality education. The macrocosms programs and activities atomic number 18 imbed in its thrust to achieve their vision- mission and object lens. A dawdler, when referred to an instauration, means as the powerful force in leading the foot in its desired disposition. According to Prof. Edwin L. Apawan, a aptitude of College of information in Notre annulus University, University Thrust is embedded in its philosophy translated to its vision-mission and articulated in its goals and paradigms. In an educational ins titution, Thrust is precise oft important for it is the reason wherefore it egests. Everything that the institution does is anchored from its thrust.In Notre razzing University, existence an educational institution has cited its University Thrust namely Formation, command, Research and appendage (FIRE). The focus of the find out is to know the Thrust specifically in the field of acquirement and Extension and whether if it is running in the Teachers didactics plan in Notre Dame University. tutoring is defined by Saylor and his colleagues as the actual engagements of learners with planned learnedness opportunities thus, instruction butt cave int be cerebration as the implementation of the curriculum plan cited by Aquino, 1986.The higher(prenominal) education institution must confront a continuing quest for excellence in instruction with the quality of its educational programs, offstanding achievements of its students, and above national average performance in t he majority of the programs offered requiring government instructions. While each percentage units may come across its own thrust in offstage that responds to their religious value area, it may institute mechanisms for the coordination and integrating of these activities for more effective use of resource and in order to achieve bigger goals (S buildiento III, 2009).The University, being a storage, generator, and disseminator of knowledge, should make an impact on the residential area within its piss. Although its graduates result inwroughtly be affect in the reading of the club where they black market and live, thither are a lot more tidy sum who were not able to have dinner dress university develop, and the indigence removed do to make them productive members of the residential area. The higher education institution must have credible forthreach programs which may run through the form of continuing education, drill of the research results community services , and many others.The study aims to assess the procedure of the Notre Dame University Thrust if it is being worked out in the Teachers procreation Program of the said institution among its students. Statement of the Problem The study aims to determine if the University Thrust, curiously in the field of bid and Extension are genuinely running(a) in the Teachers Education Program as assessed by the third and fourth stratum students of the College of Education, Notre Dame University in the School Year 2012- 2013. Specifically, this aims to arrange the by-line questions 1.What is the profile of the students as to their age, sex and year level? 2. How pass on the respondents assess if the University Thrust, specially Instruction and Extension arein reality operate in the Teachers Education Program in terms of a. ) Instruction words by the College Faculty b. ) community extension Programs initiated by the College and c. ) Involvement of the College to community exposures? 3 . How is University Thrust been able to run in Teachers Education Program? Significance of the Study The study will tell if the University Thrust is operatives in the College.The assessment of the University Thrust in the Teachers Education Program is important among the Administrator, Faculty, and the Students of theCollege of Education. Administrator Knowing the Thrust runs in the college or not, may back up the Administrators wrench aware of the colleges needs and problems regarding the implementation of the programs and activities that implement the operations of the University Thrust particularly in the field of Instruction and Extension. As a result, the Administrators will be able to plan programs and activities for the College that will be anchored from the two specific University Thrusts.Faculty The result of the study will help the teach provide be aware if their instruction is anchored to the desired criteria suggested by the University Thrust in the area of Inst ruction. This would help them whetherthey will espouse, amend, and seek new shipway in delivering their instruction that would fit and reach the expected outcome attached from the criteria. The study will also help the teaching staff in incorporating and integrating Community Extension related activitiesin their teaching approach, strategy, method, and technique.This will help them achieve the criteria recommended by the Community Extension. Students The students assessment will indicate certain strengths and weaknesses in the variables considered in the study. This would help in the improvement of the programs and activities in ontogeny them accordingly, especially driven by the University Thrust. Scope and Limitation The study is concerned with the assessment of the University Thrust, FORMATION, counselling, RESEARCH, and reference work (FIRE), if it is conveyed in the Teachers Education Program in Notre Dame University.Its focus is specifically in the field of INSTRUCTION and EXTENSION. This would tell if these two Thrusts are actively operating in the College if students are aware of the University Thrust (FIRE) if the programs and activities conducted in the College are attached with these specific Thrusts (FIRE) and if the teaching staffs delivery of their instruction, as perceived by the students, is anchored in the desired outcome suggested by the Thrust. Furthermore, the respondents are limited only among the third and fourth year students enrolled in the College of Education for the School Year 2012-2013.Definition of Terms To process the understanding of discussion in this study, the following terms are herewith defined operationally University refers to Notre Dame University as an educational institution. University Thrust refers to the FIRE (Formation, Instruction, Research, Extension) the operate force of Notre Dame University as an educational institution which is embedded from its objectives and paradigms it intends to create a broad, shar ed understanding of what strategic actions are intended in planning it is where the universitys programs and activities are inclined. tribunal refers to those who organizes and operates activities, programs, educational planning and curriculum in the Teachers Education Program. Faculty refers to the teaching staff who implements and supervises the University Thrust, specifically the Instruction and Extension. Students refers to the third and fourth year students of the College of Education the ones who will simplify the realization and utilization of the University Thrust that was being translated by the Administrators and Faculty.Instruction refers as one of the University Thrust which is focuse on the Curriculum and other learning opportunities involved as the word itself defines, it is the programs of studies done. Extension refers also as one of the University Thrust which is concerned with the activities held outside the Institution also refers to the community occasion and co mmunity service. Chapter II Review on Related literary productions This chapter contains the summary of germane(predicate) concepts, ideas, and research findings as salutary as conceptual framework. Related Literature.Topics discussed include the following Thrust as the driving force of an institution Instruction and Extension as Thrust of an educational institution plaque and Facultys role in the operation of Thrust in the Teachers Education Program. Thrust as the driving force of an institution Business, government, educational, and many other institutions run because of a driving force that enables to do. In an interview, Dr. Joel Genzon of Notre Dame of Cotabato, Inc. , said that Thrust is a driving force that provides the meaning why an institution carries out a certain action or work.This action or work is ordinarily known as the one that strengthens its foundation that enables an institution fulfill its Vision-Mission. In an interview with Prof. Elsa C. Tamse, the admi nistrator ancillary to the electric chair of Notre Dame University, she defined Thrust as the direction and guide of the groom for a particular school year that will help in the attainment of the vision of the school. It is anchored with the vision and mission of the school or university. This is being reviewed and changed to meet the particular vision the school wants to attain.It is also in the Thrust that the strategies are crafted so that the mission will operate to achieve the schools vision for the year. Instruction Instruction is defined by Saylor and his colleagues as the actual engagements of learners with planned learning opportunities thus, instruction can be fancy as the implementation of the curriculum plan (Aquino, 1986). The program of studies required and apply by the university should have well defined and clearly stated objectives and learning outcomes and should meet prescribed standards.The teaching and learning process used in instruction should be appropri ate, varied, and should facilitate the wholistic development of the students. The process should reflect to the institutions teaching learning framework. encyclopaedism should be available inside and outside the correctroom. Variety of teaching-learning strategies should be used. For an effective instruction the teaching-learning environment should be conducive. It should be well- fitted out(p) and can offer comfort and can accommodate a number of students per session. The learning outcomes of the academic program should be well-defined.Instructional supervision program should exist that includes practical measures requirement of syllabi, informal dialogues with students and faculty, class visitations, and evaluation of text examinations. Faculty should encourage students to join activities such seminars and educational associations that would help them in developing their instruction. Students should be oriented on the availability of academic guidance and counseling. This is for them to be guided by their instructors if thither are some difficulties they are encountering with the delivery of instruction by their teachers (PAASCU).Extension One of the important functions of a higher education institution is to have an Extension program. Vis-a-vis instruction and in light of upstart engineering come alongment, extension complements and fills in the gaps left by instruction especially for those who, for multifarious reasons, cannot access formal instruction to gain individual information (Wakat, 2010). The university being storage, generator, and disseminator of knowledge, should make an impact on the community within its reach.Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community. It is in this light that the university has the Community Involve ment. This acts as the universitys arm in directly reaching out to the people in the community who need help technical, monetary and moral- to improve their living conditions.This mandate is carried out by means of programs like training and non-formal education. This is done through non-degree training programs, extending financial assistance, if possible. Through Extension the university shall contribute to the development of empowered citizenry capable of do the rational terminations pertaining to the improvement of their livelihood, work productively and efficiently, and be confident part of the mainstream society in their community.Generally, Extension service is the process by which technology and innovation are transferred to an determine clientele with ultimate objective of improving the way of life of the people. Then Senate President Marcelo B. Fernan defined extension service as a concept that encompasses people empowerment and human resource development geared towar ds human capital enhancement, and technology and facilities diffusion among the masang Pilipino, if not, the poorest of the poor. (www. mseuf. edu. ph, 2012) Community involvement should be one of the basic aspects of the University.This is accurate and true, most especially in a progressing country like the Philippines, where community involvement may be matched to the total effort whereby the university relates itself to national, regional and local imperatives of development. The university, in educating citizenship, should implement not just through academic and professional programs through the hunt of the fundamental objective of total human formation. It should also include a necessary social aspect. In so applying, it should maintain the focus on the academic, the professional and the individual(prenominal) development.A university that is exposed to community involvement actually enhances pride, dignity, and integrity, extends its identity and achieves greater and larger goal. In the attainment of this goal, such services will take place in the community through programs conducted in the expansion of the university. The community involvement of the university must brood not only about building community awareness and producing graduates in the professions or vocations where they can serve their communities competently and they may achieve personal upliftment.It must also include guiding and motivating students, faculty and staff towards community service and give them receive to be exposed to the community and actual service and to make them more crank to extension as an integral part of instruction and research to generate the structure that will ensure coordination, communication, planning, linkages and monitoring of extension programsTo establish necessary infrastructure to give birth the extension program of the University to integrate extension into both curricular and co-curricular activities to formulate clear-cut policies on extension a mong the approveive(a) sectors/colleges in the University and to strengthen coordination and cooperation between and among sectors.The universitys commitment to community service and development should be carried out through projects and activities, which are well planned, organise, implemented, evaluated and supported by the school (PAASCU). Community involvement is an institutional community extension program whose commitment is towards community service and development. It works hard to the conscientization of men and women, equitable scattering of benefits and provision of equal access to opportunities through the optimal use of resources and human expertise in organized cooperative effort.It achieves such through giving of technical assistance in the form of functional education, community organizing, health programs, cooperative formation, capability building, women in development, income generating project and technical assistance. The role of Administrators and Faculty i n the operation of Thrust in the Teachers Education Program Administration The Administration of a certain institution plays a very important and has specific roles. It undertakes to be accountable to be efficient and effective when it comes in managing and facilitating the institution especially in administering the instruction and extension as the two of the University Thrust, to its constituents.For an constitution shall * Develop and maintain a school atmosphere conducive to the promotion and preservation of academic freedom and effective teaching and learning to harmonious and progressive school-personnel comparisonship* Assume and maintain professional behavior in his work and in his dealings with students, teachers, academic non-teaching personnel and administrative staff * Render adequate report to teachers, academic non-teaching personnel, and non-academic staff on their actual performance in relation to their expected performance and counsel them on ways to improve the s ame * Understand the curriculum and instructional processes of the institution (Aquino, 1986)* And conduct public services where it can be the training ground for young men and women to develop leadership qualities, civic involvement, community participation, training in management and other non- academic areas (Franco, 1994). The following are stated as the expected roles and responsibilities that the Administration should execute in order to pertain and deliver what is due to them. Litchfield (1956) has identified three broad, functional areas of administration (1) policy, (2) resources, and (3) execution.These functional areas are applicable to the three fields of administration, including educational administration. A policy is defined as a statement of those objectives that guide the actions of a substantial portion of the total organization.The resources of administration are sedate of people, money authority, and materials. Execution is a function of integration and syndisse rtation of resources and policies that are intended to achieve a purposeful organization (Aquino, 1986). Faculty The roles and responsibilities of a faculty member are closely confined to the main functions of higher education. Their roles as an individual supports to the vision-mission of the University.Faculty members, however have similarities on their responsibilities to commit themselves fully to their teaching obligations, to participate in the development of the programs imparted by the institution as a whole, to engage scholarly activities, and as appropriate to support the University in its goal to render public services.One aboriginal formal commentary of these functions was pertained in the 1915 Declaration of Principles produced by the American Association of University Professors (AAUP). According to the declaration, the colleges and universities functions are to promote inquiry and advance the sum of human knowledge, to provide general instructions to the students, an d to develop experts for various branches of the public service (Joughin, pp. 163-164) cited by Aquino, 1986. A faculty member shall also play the role of facilitating and processing of influencing their students towards setting and achieving goals.They should help the group to decide on its goal, able to tolerate uncertainty without anxiety or angry, reconciles conflicts and turns confusion into order, exhibits good persuasion and conviction, able to create a climate for creativity and innovation and emphasizes productivity and promotes the growth of students. Theoretical status Social psychologist Douglas McGregor of MIT expounded two contrasting theories on human motivation and management in the 1960s The X opening and the Y Theory. (Theory X and Theory Y- Leadership Training from MindTools. com, 2013) The Theory Y behavioral kind states that * Employees under this pattern believe that expenditure of physical and mental effort in work is natural as play or rest. * Workers wil l exercise self-direction and self control in the service of attaining goals and objectives.* They believe that rewards are associated with individual achievements and contribution to group goals. * The average human being learns under worthy condition. They seek responsibility to grow and develop as responsible person.The work groups have different determine that influence the conductorial pattern of leadership. A work group that value independence and unilateral decision making can influence the managers style to be one involvement and participation. On the other hand, the manager should adjust his style when the employee displays an opposite value. The Manager, therefore, must know when to ring the bell to change his course of action.(Pereda, 2011) On our study which focuses on the Notre Dame University Thrust as seen in the teacher education program of the College of Education, the Theory Y Behavioral Pattern visualizes the pattern in which the board of administration processe s the crafting and developing of the strategic plans and they have the capability and talents to increase production and develop better services by means of making a direction to reach a particular vision the school wants to attain for a particular school year. This will be translated among the lower sectors/department heads (colleges) that will translate it among the students to see the effectiveness of the developed thrust if it supported the mission in attaining the vision of the school. Chapter III METHODOLOGYThis chapter contains research design, respondents, research instruments, sampling design, and information gathering procedure. Research Design The researcher employs the descriptive research design. It describes the perceived effectiveness of the Notre Dame University Thrust, especially in the field of Instruction and Extension, as operated in the College of Education profile of the College of Education Third and fourthly Year students and programs and activities being c onducted in the College anchored in the University Thrust.Respondents There are 105 third year students, sedate of 17 males and 88 females, and 91 fourth year students, make up of 27 males and 64 females who are the respondents of the study with the total number of 196 students.The respondents came from the Notre Dame University College of Education, enrolled during the School Year 2012- 2013. Research Instrument The researchers will use a make Informant Interview questionnaire and a survey questionnaire instruments in order to gather the data requisite in the study. The Key Informant Interview is conducted to the Notre Dame University College of Education Dean and Program Head.The interview is composed of questions that intend to get further information about the programs and activities that the College is conducting. The information is compared to the result of the survey to see if it will coincide with each other making the result of the study reliable.The survey questionnai re will cover two (2) parts Part I, its the profile of the students, specifically the name, gender, and age Part II are the questions regarding the programs and activities operating in the College of Education that are anchored from the Notre Dame University Thrust (Instruction and Extension). Sampling Design Using the census method, the data will be collected from every member of the total population of the respondents. The respondents will be identified by getting the whole number of population of the Third and Fourth Year students enrolled in the College of Education during the Second Semester of the School Year 2012-2013. Data Gathering Procedure.The activities to be undertaken in the process of gathering relevant data which the study requires The instruments ready, researchers sent letters of permission to the Dean of the College of Education to administer the survey questionnaire. Upon the laudation of the letters, the researchers will personally distribute the questionnaire to the respondents. APPENDIX October 18, 2012 DR. MA. CORAZON C. NATANO Dean. College of Education Notre Dame University Cotabato City Dear Dr. Natano Greetings of peace and acknowledge We, the students of Notre Dame University taking up Bachelor in Secondary Education major in side of meat are currently enrolled in Educ 314B with the descriptive title Thesis Writing.In line with this, may we have a bun in the oven permission from your good office to get a list and conduct a survey for our thesis entitled An Assessment of the University Thrust as Translated in the Teacher Education Program in Notre Dame University. The data will be helpful to us in the completion of our study. We are hoping for your positive solution towards our humble request.Very truly yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by CHARLITO K. CORTEL, JR. Research Adviser January 16, 2013 DR. MA. CORAZON C. NATANO Dean, College of Education Notre Dame Univ ersity Cotabato City Dear Dr. Natano Greetings of peaceWe are in the process of formulating our survey questionnaire in relation to the study An Assessment of the University Thrusts as Translated in the Teacher Education Program of Notre Dame University. We thought of expression into the Annual Programs and Services of the College of Education as one of the vital documents related to the implementation of the University Thrusts. Hence, we would like to guide permission to have a copy of such documents with the assurance to keep it confidential. Our sincerest thanks for being a helping factor to our research.Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by CHARLITO K. CORTEL, JR. Adviser January 9, 2013 DR. DOLORES S. DAGUINO Vice President for Academic Affairs Notre Dame University Dear Dr. Daguino Greetings of peace and love.We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department. We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate very much it you can lend us some documents that will lead us to better understanding of the NDU Thrust. give thanks you very much for your kindness. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by CHARLITO K. CORTEL, JR. Adviser DR. MA. CORAZON C. NATANO Dean, College of Education January 9, 2013 PROF. ELSA C. TAMSE.Executive Assistant to the President Notre Dame University Dear Prof. Tamse Greetings of peace and love. We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are ev ident/functional in the programs and services in the Teacher Education Program in our own department. We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust. convey you very much for your kindness.Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by CHARLITO K. CORTEL, JR. Adviser DR. MA. CORAZON C. NATANO Dean, College of Education Key Informant Interview Questionnaire 1. What is University Thrust? 2. How important it is especially to be run in the College of Education?3. How is this University Thrust being translated to the college and to the students? 4. What are the specific programs and activities conducted in the College of Education that are anchored in the University Thrust? 5. Why it is those activities/programs are done? For what reason/s? 6. Ar e those activities/programs enough?Is it appropriate? 7. Do the activities/programs conducted for the students really helpful? And meet the prescribed standards? 8. What are the efforts done by the faculty and staff of the College of Education for these activities/programs to be successfully implemented? 9. Are those efforts enough? Why? And why not? 10. Are those activities/ programs enough to tell if the university Thrust is really operating in the college? 11. Do you think the college already met the prescribed standards of the University Thrust? Survey Questionnaire Part I Students Profile Name _________________________________Sex ________ Age ________Year Level _________Part II Survey questions Instruction Rate the following questions according to what you have observed in the College. Scale4- potently Agree (SA)2- Disagree (D) 3- Agree (A)1- Strongly Disagree (SD) Instruction 1. The objectives and learning1234 outcomes are well-defined and clearly stated. 2. The given objecti ves meet1234 the prescribed standards. 3. The learning objectives reflect 1234 to the institutions teaching learning framework. 4. The teaching and learning1234 process used in the class is appropriate and varied. 5. The teaching- learning strategies 1234 used by the teachers varied depending of students learning styles and multiple intelligences. 6.The strategies used in1234 the class facilitate the holistic development of the students. 7. The use of Learning Teams are being1234 facilitated well in the class 8. The instructions used1234 in the class are useful inside and outside the classroom. 9. The teachers practice research-oriented1234 Instruction. 10. The teachers require students with 1234 research-based assignments, projects and assessment tasks. 11. The teachers provide for1234 Collaborative activities that encourage Students to work with learning teams. 12. The teachers provide for 1234 individual tasks that develop students communication skills and promote students HOTS a nd critical thinking. 13.The teachers conduct activities 1234 that develop students to become problem solvers, creative thinkers and independent learners. 14. The teachers integrate current issues1234 in the course to develop students to become sensitive and responsible of their roles in social transformation in Mindanao. 15. The teachers integrate multi-cultural1234 issues in the course to develop among students respect of diverse culture and faith. 16. The teachers design academic tasks1234 that requires students to develop their ICT skills and utilize technology resources. 17. The faculty in the college1234 encourages the students to join activities such as seminars and educational associations. 18.The teacher is using seat plan1234 and checks the attendance. 19. The learning environment1234 is conducive for the students. 20. The learning environment1234 is well- equipped and offers comfort and accommodates a number of students per session. 21. The learning outcomes1234 of every academic program held in the College are well- defined. 22. The students are well- oriented 1234 on the availability of academic guidance and counseling. 23. The Academic Support Programs in the College are wellconducted and facilitated * enhancement program in English1234 * Tutorial Class in Mathematics1234 * Faculty-Student Consultation1234 (eg. tutorial, thesis consultation).Extension 1. The college has an adopted community. 1234 2. The college has programs involving 1234 Community extension. 3. The students in the College of Education are1234 exposed to community. 4. The college is developing students by 1234 allowing them to be exposed in the community to achievecommunity awareness and personal upliftment. 5. The teachers in the college give activities1234 whereincommunity extension involved. Specify what kind of activity/ies __________ 6. The college also gives technical assistance1234 in formof functional education, community organizing, health programs and other community p rograms.7. The college includes a.Guiding and motivating students, 1234 Faculty and staff toward community service andgives them chance to be exposed to the community and actual service to make them more sensitive to extension as an integral part of instruction and research. b. Establishes the structure that 1234 will ensure coordination, communication, planning, linkages and monitoring of extension programs.c. Establishes necessary infrastructure1234 To sustain the extension program of theUniversity. d. Integrates extension into both 1234 curricularand co- curricular activities. e. Strengthens coordination and 1234 cooperation between and among students. 8. The colleges commitment to1234 co.