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Curriculum Integration, A Stratgey in Achieving Holistic Student Development Goal in Student Affairs

Curriculum Integration, A Stratgey in Achieving Holistic Student Development Goal in Student Affairs

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Published by Coach Hector
Curriculum Integration:
A Strategy in Achieving Holistic Student Development Goal in Student Affairs

by
Hector Teodoro Miranda
(De La Salle University-Manila)

A B S T R A C T

“The Ends of Educating” seeks to critically reflect on the objectives, perspectives and methodologies of educating as a purposive endeavor. This paper presents that kind of reflection that Student Affairs Practitioners contribute in achieving the goals of Education. In a continuing quest for improving Student Services, Student Affairs Practitioners have already gone a long way in providing programs and services that cater to the different needs of students, all directed toward the valuing of Holistic Student Development. Curriculum Integration (CI) is one of those emerging means by which student affairs organizations or offices operate and deliver results. This paper presents how the academic community has utilized CI; its developments, and implications on the organizational structure and delivery processes of student services. But more importantly, it presents the value, benefits, and implications of integrating co-curricular programs into the academic curriculum, and what it requires from the Student Affairs Practitioner and the whole Academic Community.

Presentation Outline

Objectives:
• Clarify our understanding of Curriculum Integration;
• Maximize our use of CI in providing relevant student services through effective organizational structure and delivery processes;
• Enumerate implications of its use:
• On the Organizational Structure of Student Affairs:
• On the Student Affairs Practitioner and the Academic Community.

Introduction
• The Need for CI
• Development of CI

Maximizing CI in Student Affairs Management
• Integrating Co-curricular programs in the Academic Curriculum.
• Emergence of CI Programs in Student Affairs
• The Concept of Infusion/Immersion (I)
• CI vs. I
• Infusion Strategies and Programs


Implications of CI
• On the Organizational Structure of Student Affairs:
• Its benefits, relevant programs and delivery strategies.
• Diagnosing infusion by using the skills learning checklist
• On the Student Affairs Practitioner:
• Knowledge, Skills, and Attitudes required for CI and I
Curriculum Integration:
A Strategy in Achieving Holistic Student Development Goal in Student Affairs

by
Hector Teodoro Miranda
(De La Salle University-Manila)

A B S T R A C T

“The Ends of Educating” seeks to critically reflect on the objectives, perspectives and methodologies of educating as a purposive endeavor. This paper presents that kind of reflection that Student Affairs Practitioners contribute in achieving the goals of Education. In a continuing quest for improving Student Services, Student Affairs Practitioners have already gone a long way in providing programs and services that cater to the different needs of students, all directed toward the valuing of Holistic Student Development. Curriculum Integration (CI) is one of those emerging means by which student affairs organizations or offices operate and deliver results. This paper presents how the academic community has utilized CI; its developments, and implications on the organizational structure and delivery processes of student services. But more importantly, it presents the value, benefits, and implications of integrating co-curricular programs into the academic curriculum, and what it requires from the Student Affairs Practitioner and the whole Academic Community.

Presentation Outline

Objectives:
• Clarify our understanding of Curriculum Integration;
• Maximize our use of CI in providing relevant student services through effective organizational structure and delivery processes;
• Enumerate implications of its use:
• On the Organizational Structure of Student Affairs:
• On the Student Affairs Practitioner and the Academic Community.

Introduction
• The Need for CI
• Development of CI

Maximizing CI in Student Affairs Management
• Integrating Co-curricular programs in the Academic Curriculum.
• Emergence of CI Programs in Student Affairs
• The Concept of Infusion/Immersion (I)
• CI vs. I
• Infusion Strategies and Programs


Implications of CI
• On the Organizational Structure of Student Affairs:
• Its benefits, relevant programs and delivery strategies.
• Diagnosing infusion by using the skills learning checklist
• On the Student Affairs Practitioner:
• Knowledge, Skills, and Attitudes required for CI and I

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Categories:Types, Research
Published by: Coach Hector on Jul 30, 2009
Copyright:Attribution Non-commercial

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THE ENDS OF EDUCATINGThe 26
th
Annual Conference of UGNAYANG PANG-AGHAM TAO (UGAT), Inc.Anthropological Association of the PhilippinesOctober 21-23, 2004, Capitol University, Cagayan de Oro City
Curriculum Integration:
A Strategy in Achieving Holistic Student Development Goal in Student Affairsby Hector Teodoro Miranda (De La Salle University-Manila)
1
 
CURRICULUM INTEGRATION:A STRATEGY IN ACHIEVING HOLISTIC STUDENT DEVELOPMENT GOALIN STUDENT AFFAIRS
by
Hector Teodoro MirandaDe La Salle University-ManilaIntroduction
In a continuing quest for improving Student Services, Student Affairs Practitioners havealready gone a long way in providing programs and services that cater to the differentneeds of students, all directed toward the valuing of Holistic Student Development.Curriculum Integration (CI) is one of those emerging means by which student affairsorganizations or offices operate and deliver results.
Presentation Objectives
At the end of this presentation, we, the Student Affairs Practitioners should be able to:
 
Clarify our understanding of Curriculum Integration;
 
Maximize our use of CI in providing relevant student services througheffective organizational structure and delivery processes;
 
Enumerate
implications
of its use:
 
On the Organizational Structure of Student Affairs:
 
On the Student Affairs Practitioner and the Academic Community
Clarifying Our Understanding of Curriculum IntegrationThe Need for Curriculum Integration
Curriculum Integration (CI) has been present in the educational systems ever since werealized the need to know and learn more. Learning in the school sense is an approach toinject ideas in the minds of the students and make it a common knowledge. We alsorealize the need to reflect on the realities of life and how this knowledge could furtherimprove the quality of living. Recognizing the need to have a better understanding of what we know and how we can use it, is how I understand the word
integration
.CI therefore, as we all have experienced it as learners, is the summation of all the thingsthat we know and how these complex thoughts can be of use in our everyday living. Andthis summation is our integrated curriculum, a source of integrated learning. We,educators, as bounded by our academic goals, are its implementers. And these are thereasons why we need CI in Student Affairs and in the Academic System or Curriculum.
 
THE ENDS OF EDUCATINGThe 26
th
Annual Conference of UGNAYANG PANG-AGHAM TAO (UGAT), Inc.Anthropological Association of the PhilippinesOctober 21-23, 2004, Capitol University, Cagayan de Oro City
Curriculum Integration:
A Strategy in Achieving Holistic Student Development Goal in Student Affairsby Hector Teodoro Miranda (De La Salle University-Manila)
2
 
Development of CI
Heidi Hayes Jacobs describes it as "carefully designing a set of experiences, within arange of disciplines in an organized manner in order to enhance learning." Throughoutthe years, CI’s definition has evolved and it has tremendously developed. We could alsoattribute its development to how we constantly redefine Learning. Learning Theorieswould tell different indicators of learning and which have infected the way we do CI; notto mention all the arising knowledge from different disciplines that led us to the need toconsolidate our understanding of these complexities. Logic will bring us to the simpleunderstanding that CI is all about creating an integrated curriculum for students.Tracing its development would take a whole bunch of history of education anddevelopment theories. But, a better way of reviewing how CI has emerged is byenumerating Randy Compton‘s Five Ways of CI. These are:
Content/Subject Discipline CI 
It is integrating concepts, skills, and processes involved within a discipline. A classicexample is when require students to apply things they learned in class by submitting aproject or paper report.
Parallel Discipline CI 
It is when we target the same outputs from two disciplines. How can students forget theirHistory teacher’s lesson about the heroism of the Filipino when on the same week, theirEconomics teacher gave them a lesson on personal and social responsibility inEconomics?
 Multi-Disciplinary CI 
It is when teachers collaboratively link lessons from 3 or more disciplines leading to afocused center, program, activity, concept or skill. This is very much reflected in how weconsolidate our efforts to maximize our resources by having common activities.
 Inter-Disciplinary CI 
This is reflected in an academic curriculum that inter-twines all disciplines. This is whenbreakdown the given units of a specific course and distribute them to different subjects,electives and majors.
 Integrated CI 
This is when we provide opportunity for the practice of the theories taught through thedifferent subjects taken in an academic curriculum. It is seen when we empower ourstudents to initiate projects focused on the application of their learning while in practicumor through thesis researches.These CI strategies may not be new to us, but it is worth reviewing for us Practitioners asa means to validate what we are doing. It should also open our doors to other possibilitiesor options of providing integrated learning to our students.
 
THE ENDS OF EDUCATINGThe 26
th
Annual Conference of UGNAYANG PANG-AGHAM TAO (UGAT), Inc.Anthropological Association of the PhilippinesOctober 21-23, 2004, Capitol University, Cagayan de Oro City
Curriculum Integration:
A Strategy in Achieving Holistic Student Development Goal in Student Affairsby Hector Teodoro Miranda (De La Salle University-Manila)
3
 
Maximizing CI in Student Affairs ManagementIntegrating Co-curricular Programs in the Academic Curriculum
Student Affairs have always aimed at providing the Academic Curriculum the twinsupport to further enhance learning. Education and the different areas of disciplines itpromotes have made available, the different approaches and techniques to learning.Student Affairs have become more critical at identifying clear indicators of learning.Practitioners usually asked these questions:What is the impact of our programs to our students?Have they reached the emotional maturity that they should have?Have they realized clear career goals?Do they have the skills needed for work?Have they gotten enough motivation to pull themselves up?And so, it has become so spontaneous to hear educators talk about well-balancededucation, scientific learning, play-oriented education, and self-regulated learningamongst others. With all idealism I agree with all these goals and strategies. These Ibelieve are all consciously or not, aimed at the primordial goal of Student Affairs; that isto provide venues for Holistic Student Development.
Emergence of CI Programs in Student Affairs (The DLSU-Manila Experience)
The academic community has initiated a lot of CI programs. De La Salle University-Manila is one of those schools that present an array based on emerging needs. Co-curricular programs under the Student Affairs Office have always been sensitive to theneeds of the academic community. Some are as follows:The Community Service Programs of the Center for Social Concern and Action(COSCA) married the Theology and Religious Education Department (TRED) to bear theRELSTRI and RELSFOUR Community Service Program.The Office of Career Services (OCS) with the Lasallian Pastoral Office (LSPO) hasredesigned the Career Preparation Program, to bring career preparation in the context of our faith and spirituality. This was also a response to the OCS initiated research studyamongst employers of our graduates, to know the impact of its Orient 3 Program.The Cultural Arts Office (CAO) tied-up with the Literature Department to emphasize thevalue of culture appreciation by featuring cultural arts presentations in the ArtAppreciation Classes.Every student organization in the University is required to coordinate one (1) communityservice-oriented project/activity every term.

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