College Freshmen Program Update

Rationale of the Program
PACES is designed to meet the needs of educators to intensify classroom integration with other mainstream operations of the University like research, environmental advocacy and community services. As a Service-Learning Program of the College Freshmen Program, this is an educational approach in which the learner is directly in touch with the realities being studies rather than simply reading, hearing or talking about these realities. In line with the adopted instructional framework of the department which is the Transformative Learning Framework that critically reflect on the learners’ assumptions, beliefs, values and assumptions, PACES combines community involvement with academic instruction and is linked to specific classes as either a requirement or an option. Such combination of these learning components gives new understanding, integrates knowledge, provides new meanings and challenges the status quo.

Moreover, the PACES Program as service-learning is a teaching method that enables students to learn and apply academic, social and personal skills to improve the community, continue individual growth and develop a lifelong ethic of service. The Program focuses on both the service and the learning and is appropriate for all students and all curricular areas. It encourages cross-curricular integration yet provides students with structured time to reflect on the service experience and civic responsibility.

Advantages of the PACES service-learning program include the opportunity to enhance understanding of course content, enhance the environmental advocacy of the University, explore career options, broaden one's knowledge of the community, and do community services for others. The advocacy and independent practice components of the instructional guide may be done in the PACES program where learners are engaged in a certain discourse, share their experiences, ask questions, hone their analytical/critical skills, reconstruct their prior experiences, develop new perspectives and integrate prior knowledge with new knowledge. Just like other programs in universities, the PACES Program awards exemplary students (to be posted in the Paulinians Achievement Board) from the different program units who successfully merge the need for the development of personal competencies with the commitment to be of service to the wider society.

Goal of the PACES Program
As a service-learning program that concretizes the transformative learning framework of the College Freshmen Program and the environmental advocacy of the University, PACES aims to facilitate the institutionalization of a structure whereby students are given opportunities which meet classroom curriculum standards and genuine community needs. It will also provide the students, particularly the Freshmen, the opportunity to utilize service-learning as a tool to achieve academic goals and become action oriented and conscientized citizens who are maka-Diyos, maka-bayan, maka-kalikasan and maka-tao.

The Structure of the PACES Program of the CFP
The PACES Program is a teaching and learning approach that integrates community service with academic study to enrich learning, concretizes environmental advocacy, teach civic responsibility, forge partnerships and strengthen communities. Because of its community-curriculum connection, service-learning inspires strong partnerships with community-based organizations. Service-learning can also be organized and offered by community organizations with learning objectives or structured reflection activities for students. The structure of the PACES Program is basically coordinated with all the various units of the University like the SMA Office, Community Development Center, Students Community Outreach Program and other related units for credit, information and documentation. A plenary meeting to all coordinators will be done before the opening of classes.

Potential Benefits of PACES
PACES will have the following benefits:
1. An integrated curriculum within service learning activities using specific instructional frameworks (Transformative Learning, Multiple Intelligence and Problem-Based Frameworks) in addressing the University’s advocacy.

2. Integrated curriculum within service-learning activities, advocacies and community services is a response to the emerging and relevant globalized curriculum

3. Establishing an ecolaboratory for students in Biology is an attractive marketing program for the department.

4. Service-learning activities improve the quality of instruction and open avenues for educational researches.

5. PACES concretizes the University’s advocacy with the involvement of students, parents, faculty and partner organizations.

6. The program heightens the social awareness of students and other stakeholders to the different issues involved thereby addressing some recommendations of accreditors.

7. The Program forges partnership with various organizations thereby expanding the network of the University.

8. With the exposure of students and faculty to partner organizations, this will project an excellent image of SPUQC education. 9. Service-learning activities as “teachers” which will improve student performance.

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