TEACHERS STAND at the forefront of student formation and the core of every educational institution. While Ateneans have grown used to filling out the lengthy course and faculty evaluation forms at the end of every semester, very few are aware of what actually happens behind these ratings.
However, with frequent changes in the students’ learning behavior and evolving class modalities, the faculty are constantly challenged to make shifts in their pedagogy.
These efforts are reflected in the “better than adequate” program structure and teaching approach of the University, according to the 2023 ASEAN University Network – Quality Assurance results.
As students continue to question the effectiveness of these evaluations, exploring how faculty are evaluated and trained is vital in understanding their growth as teachers.
Formative feedback
When newly hired educators enter the Ateneo, they undergo screening processes with their Department Chair and are endorsed to the School Dean. They are then transferred to the Office of the Vice President for Higher Education and the Office of Human Resource Management and Organization Development for the final documentation processes.
Upon their acceptance as an Atenean educator, new professors are oriented with different facets of the Ateneo, including the Ignatian tradition. The University hones its teachers in principles of the Ignatian Pedagogical Paradigm (IPP), incorporating the values of magis and cura personalis, as well as the five elements of context, experience, reflection, action, and evaluation.
For English Department Instructor Luisa L. Gomez, she utilizes discernment and cura personalis among these Ignatian values to guide the formation of her lesson plans and decisions as a teacher. Before finalizing her course requirements, she often considers the workload of her students and accommodates their physical, emotional, and mental circumstances in class.
Similarly, Ateneo Science and Art of Learning and Teaching (SALT) Institute Director Galvin Radley Ngo always tries to ground himself in the teachings of Ignatian Pedagogy. “At times [when] I need to make critical decisions, I always go back to these two things: What will allow my students to grow and develop? What will be most beneficial to their well-being?” he explains.
IPP follows a student-centered learning (SCL) approach that emphasizes student growth and well-being. VPHE Maria Luz Vilches, PhD emphasizes that the University follows this by promoting interactive activities that engage students in the subject matter.
“The teacher has to begin where the students are at in their learning and gradually help them to understand concepts at a higher level of comprehension and practical application,” she details.
Essentially, SCL invites students to play an active role in the classroom, fostering a relationship that allows teachers to guide them in the educational process, rather than simply lecturing them.
Gomez underlines the importance of active listening in learning her students’ needs. “I let my students take center stage. I want to hear them speak more, rather than overtaking the whole discussion,” she says.
Teaching through training
Beyond forming its faculty through Ignatian pedagogy, the University also shapes its educators through constant evaluation and training programs. According to Ngo, this evaluation process starts at the beginning of each semester as the department chair reviews his syllabi for his upcoming classes. Afterward, his chair would conduct periodic classroom observations to assess his teaching methods.
By the end of the semester, the University requires students to accomplish course and faculty evaluations. Department chairs then collate the responses and provide faculty with summaries of the students’ feedback to improve upcoming iterations of the course. Drawing from his experiences, Ngo expounds that he often writes down these important points in his notebook before applying any changes to his classes.
Subsequently, Vilches explains that the formal faculty evaluation is done annually for both permanent and full-time faculty members. They are assessed on three different metrics—teaching, research, and outreach or service to the community—with varying weights for each criterion depending on the faculty member.
Aside from evaluations, the University also conducts its own training for young and senior faculties. Vilches shares that departments often train younger faculty through mentorships and workshops, while senior faculty are given opportunities in their respective fields through conferences and research activities.
The SALT Institute also holds a series of workshops and initiatives on different software and pedagogical methods for the faculty. One of these efforts is the App-date series, which introduces technological tools and strategies that teachers can utilize in their lesson plans. Another is a course on the Adaptive Design for Learning (ADL), which encourages teachers to create student-centered programs that cater to their individual needs.
In relation to this, Gomez recalls her experiences with adapting to the changes in learning behavior through department training and meetings. She explains that these sessions foster a sense of community between young and senior faculty. Here, she is able to learn from her colleagues’ teaching practices, especially when it comes to responding to shifts in learning modalities.
While the faculty are trained and mentored to create student-centered learning environments, there remains a lack of concrete measures to address students’ individual needs.
In particular, Gomez hopes that the faculty are provided with more training in understanding and supporting students with psychological concerns. “As educators, we often encounter these challenges in the classroom but may not always have the tools to address them effectively,” she shares.
Acknowledging the need for inclusivity in the classroom, Gomez tries to strike a balance between the available modalities. “As much as possible, you want to make the learning spaces democratic and not privilege the ones who have access to the best technology or gadget,” she elaborates.
Based on learning sciences research, Ngo explains that asynchronous learning can empower students to participate in the educational process and aid in their understanding of lessons. Called the Flipped Learning approach, this method is promoted by the Gokongwei Brothers School of Education and Learning Design.
Such an arrangement provides students with time to study class materials asynchronously, while synchronous meetings are dedicated to consultations and discussions regarding the topics.
With the faculty constantly challenged to translate their foundational philosophies and training into practice, Ngo asserts that the role of a teacher bears more weight than simply an academic guide or lecturer and extends to being a formator as well.
Alongside this responsibility, Vilches highlights the rewards found in their career, which motivate them amid difficulties. “Teaching is not easy but people who persevere in it are there for the psychological return and fulfillment it gives. No one gets materially rich in teaching yet there is so much wealth in it that is intangible,” she underscores.
As the field of education requires constant adaptation, faculty members are compelled to constantly hone their pedagogy while shaping their students. To do this, it is essential for universities and teacher formation organizations to provide training that accounts for changing and diverse student needs.
