The New Lasallian Core

Curriculum (NLCC)

Presentation to the Academic Community at the NLCC Kapihan, 26 Feb 2014, The Verdure

Raymund Sison, PhD

Chair, NLCC Framework and Design Committees

Outline

• Introduction

• NLCC Goal

• NLCC Principles

• NLCC Components

• NLCC Design Guidelines

• NLCC Implementation Guidelines

• FAQ

• Open Forum

Framework Part 1

(Approved

by PC)

Framework Part 2

(For feedback

from NLCC

Kapihan etc.)

NLCC Framework Part 1

Introduction

New DLSU

Vision

New

CHED GEC

ASEAN

2015

New Lasallian Core Curriculum (NLCC)

What is a learner-centered curriculum?

How do we bridge faith and scholarship?

How will the GEC be implemented in the LCC?

What courses need to be added to the GEC?

How do we prepare all our students for supranational/

regional integration?

NLCC Timetable

AY 13-14: Framework (NLCC FC)

AY 14-15: Design (NLCC DC and CDCs)

Structure (NLCC FC)

AY 15-16: Faculty Training (LCCI?)

AY 16-17: Pilot 1 (LCCI?)

AY 17-18: Pilot 2 (LCCI?)

AY 18-19: Full Implementation (LCCI?)

NLCC Design Timetable

(Detailed)

AY 13-14 T 3: Framework Approval

AY 14-15 T 1: Syllabi Writing

T 2: Syllabi Approval

T 3: Materials Development

NLCC Goal

Develop in students

love for God, humanity, country, and

the environment,

and the virtues and competencies to

practice this love

in the twenty-first century.

NLCC Competencies

Creative and critical thinking – How can

we discover the truth and craft solutions

to problems that hinder the

development of persons in community?

Effective communication and

collaboration – How can we live and

work together for the common good?

NLCC Competencies

Service-driven citizenship – How can we actively contribute to the welfare of the people of communities, the nation, and world, and thus further the Kingdom of God?

Reflective lifelong learning – How can we continuously deepen our understanding of and ability to do all the above?

NLCC Principles

1. Liberal Education • Newman (1852) : Cultivation of the

intellect

• Mulcahy (2010): Newman

+ practical knowledge and education for action

+ emotional, moral, and spiritual formation

+ full recognition to the experience, capacities, and interests of the individual

NLCC Principles

2. Interdisciplinarity

• Interdisciplinary education is a model

of curriculum instruction and design in

which:

Individual faculty or teams

identify, evaluate, and integrate

information, data, techniques, tools, perspectives, concepts, and/or theories

from two or more disciplines…

NLCC Principles

to advance students’ capacity to

understand issues, address problems,

appraise explanations and create new

approaches and solutions

that extend beyond the scope of a single discipline or area of instruction (TF-SSRCWG,

2006)

NLCC Principles

3. Lasallianness

• The NLCC will be imbued with a spirit of

faith and zeal.

• Will provide all students with the context

of these, i.e., the life and thought of St.

John Baptist de la Salle.

NLCC Philosophy

• The goal of the NLCC, together with

the principles of liberal education,

interdisciplinarity, and Lasallianness as

defined above, determine the

philosophy of the NLCC.

• Moreover, it is exactly this that the

framework considers a (Lasallian)

learner-centered philosophy.

NLCC Components

Academic

units in current

curriculum

63 (GEC-A)

51 (GEC-B)

18 81 (GEC-A)

69 (GEC-B)

Decrease in

units

27 (GEC-A)

15 (GEC-B)

9 36(GEC-A)

24 (GEC-B)

Government-Mandated

Required Academic Courses

1. Understanding the Self

2. Readings in Philippine History

3. The Contemporary World

4. Mathematics in the Modern World

5. Purposive Communication

6. Art Appreciation

7. Science, Technology, and Society

8. Ethics

9. Life and Works of Rizal

The CHED GEC and the NLCC

The inclusion of the government-

mandated courses in the NLCC means

that:

they will be designed and taught in a

manner that will achieve the goal and

principles of the NLCC specified above,

while also achieving the goals of the

CHED GEC specified in CMO 20 s. 2013.

Courses Added by DLSU

Academic

13. A Faith Worth Believing

14. Following Jesus in the Gospel of

Matthew

15. ASEAN Opportunities and Challenges

Non-Academic

16. Lasallian Formation 1: The Life and

Thought of St. John Baptist de la Salle

+ 4 zero-unit courses

NLCC Courses’ Brief Descriptions

NLCC Framework Part 2

NLCC Design Guidelines

1. Outputs of the Design Process

• Detailed syllabi (and, possibly, course

materials)

• Each course must adhere to the

philosophy of the NLCC.

2. Course Design Committees (CDCs)

• Each course will be designed by an

interdisciplinary CDC, chaired by the

faculty member from the discipline

designated as “lead.”

3. Design Consultation and Review • Each CDC will consult regularly with

faculty members from identified disciplines

• The syllabus of each NLCC course, whether required or elective, will be reviewed and approved by the NLCC Framework Committee. • This oversight function will eventually be

transferred to the proposed LCC Institute.

NLCC Implementation

Guidelines

1. LCC Institute (LCCI) • All courses in the NLCC will be taught by

the LCCI.

• Will not be under any of the colleges or schools, which have their own respective goals and objectives

• Joint appointments are possible.

• Once set up, NLCC oversight will be transferred from FC to LCCI. • Oversight of a particular NLCC course will be

delegated to a PLC to be set up for the course following the DLSU PLC Framework.

2. Faculty Qualifications and Training • Qualifications

• Competence in teaching the course as designed by its interdisciplinary PLC

• Competence in interdisciplinary teaching

• Commitment to the Lasallian mission

• Training • Interdisciplinary teaching (incl. interdisciplinary

assessment)

• Scholarship of teaching and learning (SoTL) – SoTL publications will be equivalent to research

publications in the disciplines

• Lasallian formation

3. Pedagogy

• NLCC courses will be taught based on

transformative learning theory (TLT) as

originally conceptualized by Mezirow

(1997, 2012)

• Faculty members are free to use whatever

pedagogical strategies might support TLT

• The PLC of each NLCC course may adopt a

technique for a module/topic/lesson based

on SoTL results.

FAQ

(Initial answers are provided in

Appendix E of Draft 1.4)

FAQ

1. Why does the NLCC emphasize love

for God? What about students who

don’t believe in God?

FAQ

2. Will there be “specialized” versions of

the NLCC courses, e.g., Purposive

Communication for Engineers, for

Businesspersons, and so on?

FAQ

3. Can some of the courses be taught in

Filipino?

FAQ

4. Is the list of courses in the NLCC final?

Is it no longer possible to add to the list?

FAQ

5. Why is the Gospel of Matthew the

main biblical text of Following Jesus?

FAQ

6. What are the pros and cons of a

Lasallian Core Curriculum Institute?

FAQ

7. How exactly will the CDCs implement

the definition of interdisciplinary

education in the framework? Are there

any guidelines?

http://www.dlsu.edu.ph/offices/avcaa/

nlcc/documents.asp.

FAQ

8. What assumptions can we make

about the background knowledge of

students? When will students take the

NLCC courses?

http://www.deped.gov.ph/index.php/re

sources/curriculum-guides

FAQ

9. Can we organize the courses around

themes?

FAQ

10. How do we propose NLCC electives?

FAQ

11. How can we ensure that the

requirements of the NLCC courses,

which are GE courses, do not exceed

those in the majors?